Cultural Pattern of Children with Disabilities (Difabel)

Study of Children with Special Needs (Tunagrahita) in Sekolah Luar

Biasa (SLB) Biromaru

Muh. Abduh Dwi Putra

, Sulaiman Mamar

and Rismawati

Student in Postgraduate of Forensic Science, Universitas Airlangga, Surabaya, Indonesia

Department of Anthropology, Faculty of Social Science and Political Science, Tadulako University, Palu, Indonesia

Keywords: Cultural Pattern, Difabel, Tunagrahita Children.

Abstract: The cultural pattern consists of thoughts, ideas, and philosophies existed in the human mind and the most

prominent culture to describe the character of concerned culture. Regarding to the difference ability or

disabilities, then the cultural pattern perceives on the mind and the idea of children with disabilities. The

aim of this study is to describe parenting problems towards children with disabilities, cultural pattern,

characteristic, and teaching method in school. The research subjects were twelve people consisting of

Children with Special Needs (Anak Berkebutuhan Khusus/ABK) tunagrahita, parents, teachers, and staffs in

Sekolah Luar Biasa/ SLB (special school) Biromaru. This descriptive research was done by observation,

interview, discussion, and play with tunagrahita children, as well as dig up the information from parents

and teachers. Data analysis was done by grouping data from observations, interviews, and field notes and

then interpreted. The results obtained that each parent has different method in parenting their disabled

children yet has the same perspective in providing the best education thereby it gives advantages for their

self and the community even with their limitations. Tunagrahita children in SLB Biromaru are already able

to socialize with friends, teachers ,and their surrounding community proving that their existence can be well

received by the environment. The conclusion was the cultural pattern of tunagrahita children in SLB

Biromaru was varied depending on the parents' response of their disabled children condition, and the

teachers' education method in school. Accordingly, the disabled children are able to socialize and well

received in the community as well as have academic and non-academic education as normal children.

1 INTRODUCTION

Cultural pattern consists of thoughts, ideas,

philosophies existed in the human mind as the order

of culture elements that became the basic integrity of

a particular culture (Soerjono, 1993). In the

dictionary of Anthropology, cultural patterns are all

sequences of elements becoming the most prominent

culture features then it used to describe the character

of concerned culture (Aryono, 1982). It is also

mentioned in “Cultural Reciprocity in Special

Education” by Kalyanpur and Harry (2012), the term

culture denotes the shared implicit and explicit rules

and traditions that express the beliefs, values, and

goals of a group of people.

The latest term, Anak Berkebutuhan Khusus

(ABK) defined as “child with special needs”, has

been used extensively in the international world. In

addition, there are also several terms which

frequently used, such as children with disabilities,

tuna child, deviant children, extraordinary children,

and the developed widely used term namely difabel,

abbreviated as “difference ability” (Mudjito, dkk.,

2014).

Anak tunagrahita can be categorized as children

with special learning difficulties. Specific learning

difficulties are a disturbance in one or more basic

psychological processes including the ability to

understand and the use of speech or writing

language. This disorder may manifest itself in the

form of difficulty in listening, thinking, speaking,

reading, writing, spelling, or arithmetic

(Abdurrahman, 2003).

Sekolah Luar Biasa (SLB) Biromaru Sigi

Biromaru District, Palu, Central Sulawesi is an

institution providing educational services for

children with special needs consisting of

tunarunguwicara child, tunagrahita, and children

with mild autism in form teaching and learning

process.

Putra, M., Mamar, S. and Rismawati, .

Cultural Pattern of Children with Disabilities (Difabel).

DOI: 10.5220/0007554109270930

In Proceedings of the 2nd International Conference Postgraduate School (ICPS 2018), pages 927-930

ISBN: 978-989-758-348-3

927

Children are raised within a cultural framework

that imposes rewards and sanctions for efficient

learning of the group’s norms and expectations.

According to the traditional view of culture, most

individuals have been brought up within one such

framework (Kalyanpur and Harry, 2012). Regarding

to children with special needs, then the cultural

pattern perceives on the mind idea of children with

disabilities. Smid (2016) also states that the

arrangements of education of children with special

needs are primarily influenced by the patterns of

cultural values of capability and inferiority, as well

as their stereotypical images . As it is seen in

Indonesia, the fulfilment of the right to education for

disabled children is very limited and not fully

covered. This might be due to the perspective of

society considering children with disabilities do not

need to get the same education as other normal

children. Whereas, they need special education

system in form of subsystem within the social

institution of education. It would be expected that

the special education system would reflect the

“beliefs, values, and ideas”. Regarding to both the

ends and the means of education, it reflects the

national macroculture. Based on this fact, through

this research, the writer would like to describe

parenting problems of disabled children, cultural

pattern, characteristic and teaching method in

school.

2 MATERIALS AND METHODS

The aim of this study is to describe parenting

problems towards disabled children with, cultural

pattern, characteristic and teaching method of

tunagrahita children in SLB Biromaru.

The research subjects were twelve people

consisting of ABK tunagrahita, parents, teachers,

and staffs in SLB Biromaru. The data was collected

by qualitative approach based on behavioural

science approach by observing ABK tunagrahita,

through playing and studying then interviewing

accompanied by their teacher to be more focused on

the interview.

Technique of collecting data was done through

collecting data from various information, then it was

done passive and active observation, and done

interview to informant as the next procedure.

Purposive sampling was used in selecting informant

by choosing certain people who can provide data or

in-depth information. The method of data analysis

obtained by editing data of observation result, then

interviewing and field recording. Thus, the data was

categorized according to problem formulation,

followed by interpreting data before making

conclusion.

3 RESULTS AND DISCUSSIONS

Results of this research were categorized into four

sub-issues, which are:

 Patterns of Parenting to Disabled Children

The existence of children with disabilities

initially often causes problems both in the family

and in the community. It is because some parents are

still difficult to accept the condition of the child as

well as afraid of the friend’s ridicule and

inadmissibility from environment due to the

condition of their child. Even though, the parents

actually remain proud because they have been

blessed with the child as the gift of the Almighty. In

addition, there are some people who can accept the

existence of disabled children but some are stay

away from them because of their attitude that is

slightly different from other children.

The parents motivate and reveal to their children

that there is a great advantage and special talent

within their limitation leading them close to the

Almighty so they will always grateful in all

situations. One method to encourage their children is

by showing inspirational videos about the success

people with disabilities .

The parents always pay attention to whatever

their child likes, and develop their child interest and

ability. Parents also provide spare time to their

children to get along with the environment so that

their children do not feel alienated or different from

others, but still under full supervision. Parents also

provide nutrition and education like other children.

Based on the description above, it appears that

the pattern of parenting provided to children with

disabilities is more specific, in which parents

provide more affection and attention with a lot of

patience. The parents’ expectation is that their

children can achieve their dream, able to be

themselves without feeling inferior, and become

motivator to other friends in the same condition.

 Cultural Pattern of Tunagrahita Child in SLB

Biromaru

Children with special needs have different

attitudes in getting acquainted with their friends.

Tunagrahita children in SLB Biromaru, some of

them are easy to socialize and get acquainted

naturally with their friends while others are still

accompanied by their parents, their sibling, and even

their teacher. It is because their mindset is different

ICPS 2018 - 2nd International Conference Postgraduate School

928

from other normal children. Their attitudes to

strangers are rarely greeted and embarrassed. They

will be very nice to the known person although they

tend to not talk and put smile if they meet.

Spiritual attitudes depend on habits in the family,

school, and neighbourhood. For example, do the

greeting with friends, shake hands to teachers and

friends, and pray before eating and others. They

respect each other as well as one religion and

another. In religious terms, their parents and teachers

always guide them to worship according to their

beliefs, eventhough sometimes they do not

understand.

In terms of social interaction, children with

special needs considered their teachers and friends

are friends without differentiation. This is because

they do not yet understand the meaning of mutual

respect for the elderly because they consider

everyone around him is equal and same with their

age. They frequently gather together with people

they like which mean “picky” of friends.

In facing problems, tunagrahita children in SLB

Biromaru tend to be alone, quiet, nervous, easy to

cry, often singing alone to calm himself, and ask the

liked people, teachers, friends as well as those

around the school environment when encountered

difficulties in the lessons.

The ability of tunagrahita children in SLB

Biromaru in taking care of himself is very poor, due

to the less responsive parents and the environment to

their circumstances. Therefore, the teachers always

teach and guide them to be able to take care of

himself.

 Characteristics of Tunagrahita Child

Tunagrahita children has characteristics in which

the head is larger and ear is smaller than normal size.

They also have childish face or not appropriate with

their age (baby face), have uncomfortable behaviour,

and like walking around. Besides, they are shy, not

confident, slow thinking, hard to control, emotional,

and often shouting. However, they show good

perseverance and empathy if they get conducive

service or a treatment.

In addition, they tend to behave like a child and

have unstable emotions looked from facial

expression because of their changed feelings

according to the mood. Their intellectual

development is slow and difficult to concentrate in

learning. The differences between tunagrahita

children and tunarungu (deaf) children are they are

easier to communicate even with minimal

vocabulary. The emotions are more controlled but

the concentration is lower than the deaf child.

Tunagrahita children still have obstacles in

ability to speak and communicate because their

vocabulary is limited which tend to produce the

repeated word in communicating as well as they

sometimes do not get into the conversation.

 Teaching Method of Tunagrahita Child in

SLB Biromaru

The given education to tunagrahita children in

SLB Biromaru has the same treatment as other

SLBs, which concerned in terms of how to dress;

how to speak; how to take action and how to interact

between students and teachers.

Teachers teach based on the student's disabilities

and provide learning subjects that always in

accordance with their abilities. Teachers give more

attention and patiently guide their students one by

one using varied lecture methods, discussions,

games, and held a study tour. Although with not

adequate the facilities and infrastructure, this school

is able to well educate children with special needs.

Teachers in giving lessons to tunagrahita

children have to follow their mood. Without a good

mood, children tend to get bored quickly and cause a

sense of lazy in learning. The teacher gives

repetitive lessons so that the tunagrahita children are

able to repeat gradually the lesson studied,.

In teaching, the use of props with various forms

of visual is very necessary because it will make

children understand the lessons taught. In addition,

this kind of learning method is more fun for

children.

In terms of spiritual and religious activities,

teachers teach how to worship according to their

religion, as well as show them appropriate places of

worship. In terms of social life, teachers teach them

to care about the surrounding and provide assistance

if people requires help. Teaching and learning

activities are sometimes done outside the classroom,

closer to nature.

Evaluation of learning is also given to

tunagrahita children. It should be done after

studying one small part of the learning subject to

find out the outcomes learning before continuing to

the next lesson. Evaluation tools should be in the

form of performance and the qualitatively processed

results while quantitative assessment is made as

required..

SLB Biromaru has implemented a curriculum

from the education ministry tailored to the student's

abilities related to children with special needs. The

average age of tunagrahita learners are from 25 to

30 years. It shows that there is no existing age

problems relating to children with special needs.

Cultural Pattern of Children with Disabilities (Difabel)

929

4 CONCLUSIONS

ABK tunagrahita have different cultural patterns.

Each parent has different method in parenting their

disabled children yet has the same perspective in

providing the best education thereby it gives

advantages for their self and the community even

with their limitations In addition, parents desire to

give the right education for their children to be a

better children. The result of this research about

children with special needs especially tunagrahita

children in SLB Biromaru, was that they were able

to socialize with friends, teachers and even the

surrounding community. The most important thing

in the education of tunagrahita children is to

generate self-esteem to involve them into society

due to their capability of doing something. Thus,

tunagrahita children can be associated in society,

like others in general.

REFERENCES

Abdurrahman, Mulyono. 2003. Pendidikan Bagi Anak

Berkesulitan Belajar. Cetakan ke 2. Jakarta: Pusat

Perbukuan Departemen Pendidikan & Kebudayaan

dan Rineka Cipta.

Aryono, Suyono. 1982. Dalam Pujileksono, Sugeng. 2009.

Pengantar Antropologi. Edisi Revisi Cetakan ke 4.

Malang: UMM Press.

Kalyanpur, M. and Harry, B. (2012) ‘Cultural Reciprocity:

Working with Families’, in Special Education:

Building Family-Profesional Relationships. Baltimore,

London, Sydney: Brookes Publishing, pp. 3–101.

Available at:

http://www.brookespublishing.com/cultural-

reciprocity Contents.

Mudjito, dkk. 2014. Pendidikan Anak Autis. Jakarta:

Dirjen Dikdas & Direktorat Pembinaan Pendidikan

Khusus dan Layanan Khusus.

Pujileksono, Sugeng. 2009. Pengantar Antropologi. Edisi

Revisi Cetakan ke 4. Malang: UMM Press.

Smid, M. (2016) ‘Recognition in Programmes for

Children with Special Needs’, CEPS Journal : Center

for Educational Policy Studies Journal, 6(3), pp. 117–

140. Available at:

https://search.proquest.com/docview/1837182160?acc

ountid=11862%0Ahttp://openurl.ac.uk/ukfed:kcl.ac.uk

?url_ver=Z39.88-

2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genr

e=article&sid=ProQ:ProQ%3Aeducation&atitle=Reco

gnition+in+Programmes+for+Children+with+Spe.

Soerjono, Soekamto. 1993. Dalam Pujileksono, Sugeng.

2009. Pengantar Antropologi. Edisi Revisi Cetakan ke

4. Malang: UMM Press.

ICPS 2018 - 2nd International Conference Postgraduate School

930