Author: Indri Savitri, S.Psi, M.Psi, Psychologist, Child Psychotherapist
Children with special needs are individuals who face challenges in their physical, mental, emotional, or sensory development. Both inherent factors and the environment play a role in shaping their development, which can vary from one child to another. Common types of disabilities include: physical disabilities (such as paralysis or cerebral palsy), specific learning difficulties (in reading, writing, and arithmetic), global developmental delay, autism, emotional and behavioural disorders, sensory disabilities (hearing and vision problems), gifted children, and children with medical conditions (such as epilepsy).
To support the development of children with special needs, a holistic approach is required, which includes love, inclusive education programmes, and appropriate therapy. School programmes are tailored to meet the level of support each child needs. The approach used to determine the right education is called a multi-tier system of support (MTSS), which has three levels. At the first level, learning takes place in large groups with goals that can be followed by more than 80% of the children. At the second level, teaching is adapted to close the gap between the child’s performance and the learning goals. For children struggling to understand certain subjects, specific interventions are provided, such as pull-out sessions for targeted support. Learning at this level typically occurs in small groups. The third level involves individual interventions, focusing on the child’s specific needs with tailored teaching strategies.
It is important for parents to identify the support their child needs by involving psychologists, developmental paediatricians, psychiatrists, and rehabilitation specialists. This collaboration helps with diagnosis and planning the appropriate interventions.
In schools, children with special needs are generally accepted with a quota of around 10% of the total number of students in each class. For example, in a class with 25 students, the school admits two children with special needs. When a child requires a different programme, a teaching assistant or shadow teacher helps the child with their learning process. The classroom environment must also consider the comfort and conducive learning atmosphere for all children.
In addition to education, therapy must be provided consistently and continuously, with skills learned being applied in everyday life at home. Common therapies include speech therapy to improve communication skills, occupational therapy to develop fine motor skills and independence, sensory integration therapy to help children manage themselves and their behaviour, physical therapy to improve mobility and strength, and behavioural therapy to address emotional and behavioural challenges.
With the right approach, children with special needs can attend inclusive schools and develop to their full potential. Consistent support from parents and strong collaboration between parents and schools are essential to ensure the child’s educational success. The main focus is to develop the child’s holistic potential so they can learn, adapt, pursue their interests, and contribute to society.
