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"ABK memerlukan dukungan yang memadai agar dapat berkembang secara optimal, termasuk dalam mencapai kemandirian dalam kegiatan sehari-hari. SBOT menawarkan pendekatan kolaboratif antara terapis okupasi dan guru untuk membantu ABK mengatasi hambatan dalam aktivitas di sekolah dan mendukung perkembangan kemandirian mereka. Penelitian ini bertujuan untuk menganalisis hubungan antara durasi pemberian School Based Occupational Therapy (SBOT) dengan kemandirian fungsional anak berkebutuhan khusus (ABK). Penelitian ini menggunakan desain kuantitatif dengan pendekatan cross-sectional yang melibatkan 53 orang tua dari anak berkebutuhan khusus di Lazuardi GCS sebagai responden. Data kemandirian fungsional diukur menggunakan skala Modified WeeFIM. Hasil penelitian menunjukkan bahwa terdapat hubungan korelasi yang signifikan antara durasi pemberian SBOT dengan kemandirian fungsional ABK, dengan nilai korelasi Spearman (r = 0,240; p = 0,042). Hasil penelitian ini memberikan bukti empiris bahwa SBOT merupakan intervensi yang efektif dalam mendukung kemandirian ABK. Penelitian ini diharapkan dapat memberikan pemahaman lebih mendalam tentang efektivitas terapi okupasi berbasis sekolah dalam meningkatkan kemandirian ABK di lingkungan pendidikan serta menyediakan rekomendasi untuk pengembangan program SBOT di sekolah inklusi.

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Children with special needs (CSN) require adequate support to achieve optimal development, including independence in daily activities. School Based Occupational Therapy (SBOT) offers a collaborative approach between occupational therapists and teachers to help CSN overcome obstacles in school activities and foster their independence. This study aims to analyze the relationship between the duration of the SBOT and the functional independence of CSN. This study used a quantitative design with a cross-sectional approach involving 53 parents of CSN at Lazuardi GCS as respondents. Functional independence data were measured using the Modified WeeFIM scale. The results revealed a statistically significant correlation between the duration of School Based Occupational Therapy (SBOT) and the functional independence of children with special needs, with a Spearman’s correlation coefficient of r = 0.240 and p = 0.042. These research tells that SBOT is an effective intervention in promoting the functional independence of children with special needs. This study is expected to offer deeper insights into the effectiveness of SBOT in enhancing children’s independence within educational settings and to provide recommendations for the development and refinement of SBOT programs in inclusive schools."

"Preceded by: Occupational therapy for children / [edited by] Jane Case-Smith, Jane Clifford O'Brien. 6th ed. c2010."

"Keterampilan sosial memiliki peran penting dalam mendukung perkembangan akademik anak, termasuk pada anak berkebutuhan khusus. Penelitian ini bertujuan untuk mengetahui hubungan antara keterampilan sosial dan kompetensi akademik pada anak berkebutuhan khusus di Lazuardi Global Compassionate School. Penelitian ini menggunakan metode kuantitatif dengan pendekatan cross-sectional. Partisipan penelitian berjumlah 29 anak berkebutuhan khusus yang dipilih melalui teknik purposive sampling. Instrumen yang digunakan adalah formulir Social Skills Improvement System (SSIS) untuk mengukur keterampilan sosial, serta nilai rapor sebagai indikator kompetensi akademik. Hasil analisis korelasi Pearson menunjukkan adanya hubungan positif antara keterampilan sosial dan kompetensi akademik (r = 0,324), namun tidak signifikan secara statistik (p = 0,091). Selain itu, tidak ditemukan perbedaan yang signifikan berdasarkan usia, jenis kelamin, maupun klasifikasi kebutuhan khusus terhadap kedua variabel utama.

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Social skills play an important role in supporting children's academic development, including for children with special needs. This study aims to examine the relationship between social skills and academic competence in children with special needs at Lazuardi Global Compassionate School. This research employed a quantitative method with a cross-sectional approach. The participants consisted of 29 children with special needs, selected through purposive sampling. The instruments used were the Social Skills Improvement System (SSIS) Teacher Form to assess social skills, and report card grades as indicators of academic competence. The Pearson correlation analysis showed a positive relationship between social skills and academic competence (r = 0.324), but the result was not statistically significant (p = 0.091). In addition, no significant differences were found based on age, gender, or classification of special needs in relation to the two main variables."

"In pediatrics, occupational therapy practitioners are concerned most with positively impacting the extent to children and their families are able to successfully and meaningfully go about their daily lives, whether it be playing, learning, working, caring for oneself or others, or socializing. Clinical decisions made throughout the evaluation process ultimately shape what and how occupational therapy practitioners deliver interventions, perhaps making the evaluation process the most important and interesting part of the service delivery process. It is the context where we first come know and appreciate our clients, their specific situations, and discover what it is that we, as occupational therapy practitioners can do to be of most help"

"Focusing on children from infancy to adolescence, Occupational Therapy for Children and Adolescents, 7th Edition provides comprehensive, full-color coverage of pediatric conditions and treatment techniques in all settings. Its emphasis on evidence-based practice includes updated references, research notes, and explanations of the evidentiary basis for specific interventions. And coverage of new research and theories, new techniques, and current trends, with additional case studies, keeps you in step with the latest advances in pediatric OT practice. Written by educators Jane Case-Smith and Ja."

"The who, what, where, when, and why of play -- Play and pediatric occupational therapy : past and future -- Examining play in our pediatric clients : formal assessments and activity analysis -- Being playful : therapeutic use of self in pediatric occupational therapy -- Selecting play activities : activity analysis, clinical reasoning, and frames of reference -- Adapting play activities -- Creating therapeutic play activities -- Creative play applications in specific aspects of pediatric practice -- Examining the evidence"

"Penelitian ini dilakukan untuk mengetahui hubungan antara mindfulness guru dan mastery motivation, baik mastery motivation secara umum maupun mastery motivation per dimensi, pada siswa berkebutuhan khusus di sekolah dasar inklusif. Mastery motivation siswa diukur berdasarkan penilaian guru terhadap siswa. Pengukuran mindfulness guru menggunakan alat ukur Mindfull Attention Awareness Scale yang disusun oleh Brown dan Ryan (2013) dan pengukuran mastery motivation siswa menggunakan alat ukur Dimensions of Mastery Questionnaire 18 yang disusun oleh Morgan dan kawan-kawan (2015). Partisipan dari penelitian ini berjumlah 138 guru yang mengajar siswa berkebutuhan khusus, kelas satu hingga kelas enam, di Sekolah Dasar Inklusif Kota Depok. Hasil penelitian menunjukkan terdapat hubungan negatif yang signifikan antara mindfulness guru dan mastery motivation siswa. Artinya, semakin tinggi mindfulness guru, maka semakin rendah mastery motivation siswa berkebutuhan khusus tersebut. Berdasarkan hubungan mindfulness guru dan delapan dimensi mastery motivation siswa ditemukan bahwa terdapat hubungan negatif signifikan antara mindfulness guru dan mastery motivation siswa pada dimensi cognitive/object persistence dan dimensi frustration/anger. Hubungan yang negatif pada antara mindfulness guru dan mastery motivation siswa, baik secara keseluruhan maupun per dimensi, menunjukkan bahwa semakin guru memberikan perhatiannya terhadap siswa berkebutuhan khusus dan sadar sepenuhnya terhadap apa yang guru kerjakan selama mengajar, maka usaha anak untuk menguasai keterampilan tertentu secara fokus dan persisten semakin rendah.

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This research was conducted to find the relationship between teacher mindfulness and special needs student mastery motivation, in generally or mastery motivation dimensions spesifically, in inclusive elementary school. Student's mastery motivation is measure based on teacher evaluation. Mindfulness is measured by Mindfulness Attention Awareness Scale compiled by Brown and Ryan (2003), and Mastery motivation is measured by Dimensions of Mastery Questionnaire compiled by Morgan et al. (2015). Participants in this research were 138 teachers who taught special needs student which currently are in the 1st until 6th grade inclusive elementary school in Depok.

The result showed a significant negative relationship between teacher mindfulness and student mastery motivation which mean that the higher the teacher mindfulness, the lower student mastery motivation. Based on correlation between teacher mindfulness and eight dimensions student mastery motivation, the result showed significant negative relationship between teacher mindfulness and student mastery motivation on cognitive/object persistence and frustration/anger. All this negative correlation showed that the more teacher give her attention to special needs student and realized what he or she is doing at class along teaching, the lower special needs student effort solve a problem or master a skill in a focused and persistently."

"Kehadiran anak berkebutuhan khusus di tengah-tengah keluarga, telah membawa dampak kepada perubahan sikap, karakter, dan kondisi didalam keluarga. Ada keluarga yang dapat menerima karunia yang diberikan Tuhan Yang Maha Esa, ada juga keluarga yang belum bisa menerima kehadiran mereka di tengah-tengah keluarga. Penelitian kualitatif ini mencoba untuk mengetahui bagaimana suatu keluarga dapat menerima kehadiran anak berkebutuhan khusus didalam keluarga, dan membangun ketahanan keluarga. Melalui observasi dan wawancara mendalam kepada informan kunci dan informan pendukung, diketahui bahwa keluarga yang memiliki anak berkebutuhan khusus, dukungan ketahanan keluarga penting sebagai modal dasar anak memasuki interaksi sosial yang lebih majemuk dan dinamika yang lebih komplek dengan tingkat tantangan dan hambatan yang lebih luas. Peran orang tua terhadap anak baik di rumah, di masyarakat maupun di lingkungan sekolah dalam memotivasi, membimbing dan menguatkan mental dan emosional menjadi suatu hal yang mutlak dilakukan demi meraih masa depan yang lebih baik.Kesimpulan dari hasil penelitian menunjukan bahwa kebersamaan/kebersatuan keluarga (suami, istri, dan anak) diperlukan dalam menghadapi permasalahan dan mencari penanggulangannya. Ketahanan keluarga yang ada pada keluarga-keluarga anak berkebutuhan khusus tersebut memang masing-masing memiliki tingkatan kemantapan yang berbeda. Semakin besarnya keluarga menjalankan fungsi, peran dan tugasnya dalam mendukung, memenuhi kebutuhan dasar anaknya (pendidikan inklusif), maka pencapaian keberhasilan akan mudah di raih. Selain itu peranan lingkungan sosial masyarakat dan lingkungan sekolah ternyata memberikan dukungan yang positif terhadap keragaman dan saling menghargai perbedaan.

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The presence of children with special needs in the midst of the family, has an impact to change the attitude, character, and conditions within the family, there are families who can receive the gift given by God Almighty, there are also families who can not accept their presence in the middle family. Qualitative research is trying to determine how a family can accept the presence of children with special needs in the family, and build family resilience.

Through observation and in-depth interviews with key informants and informant support, it is known that families who have children with special needs, build family resilience is the main factor to be prepared in the face of growth and development, social interaction, and to participate in inclusive education. Before, during follow and so on in the learning process, the support of family support is important as the capital of a child enters the social interaction that is more diverse and more complex dynamics at the level of the challenges and barriers to broader. Role of parents of children both at home, in the community and in the school environment to motivate, guide and strengthen the mental and emotional be an absolute thing done to achieve a better future.

Conclusions from the study showed that togetherness / oneness family (husband, wife, and children) is required in dealing with problems and seek to overcome. Resilience families that exist in families of children with special needs are indeed each have different levels of stability. The growing family functioning, role and duties in favor, meet their basic needs (IE), the achievement of success will be easily in reach. Besides the role of the social environment and school environment turns giving positive support to diversity and mutual respect for differences."