Article Sidebar
Downloads
Main Article Content
Abstract
This study aimed to explore the meaning of parental involvement in the success of early intervention for children with special needs. A qualitative research design with a phenomenological approach was employed. The study was conducted at an early intervention service institution in Banda Aceh City. The participants consisted of three parents of children with diverse special needs who were actively involved in early intervention programs. Participants were selected using purposive sampling. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings revealed four major themes: (1) parental involvement as a form of responsibility and affection; (2) collaboration with professionals as a supporting factor for successful intervention; (3) challenges experienced by parents during the intervention process; and (4) children's developmental progress as the meaning of successful early intervention. The study concludes that parental involvement is a continuous process and plays a crucial role in supporting children's development. Practically, these findings can guide early intervention institutions in developing family support programs (e.g., parent training and routine consultation) and encourage professionals to build more open, collaborative communication with parents as key partners in the intervention process.
Keywords
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
- Akram, H., & Selian, S. N. (2026). Keterlibatan orang tua dalam proses asesmen anak dengan autisme. Intellektika: Jurnal Ilmiah Mahasiswa, 4(2), 1–14.
- Anfasa, M. R., & Selian, S. N. (2025). Pengalaman Ibu dalam Mendampingi Proses Asesmen Psikologis Anak Berkebutuhan Khusus. Jurnal Psikologi Udayana, 12(2).
- Aulia, R., & Selian, S. N. (2026). Assesmen Psikososial Terhadap Korban Bullying Pada Anak Dengan Down Syndrome. Journal Sultra Elementary School, 7(2), 1595–1608.
- Azis, S. A., & Selian, S. N. (2026). Pengalaman Guru Dalam Melakukan Assesmen Kognitif Pada Anak Dengan Dyslexia. Jurnal Ilmiah Mahasiswa, 4(1), 1–18. https://doi.org/10.22373/jim.0001
- Batz, R., & Yadav, A. (2024). Parents’ Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis. Journal of Early Intervention. https://doi.org/10.1177/10538151231164902
- Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. Sage.
- Fatirahma, N., & Hendriani, W. (2025). Peran Coping Stress Orang Tua Tunggal Yang Memiliki Anak Berkebutuhan Khusus. Jurnal Education And Development, 13(1), 132–140.
- Huwaidi, M. T., & Selian, S. N. (2026). Strategi guru dalam mendukung regulasi emosi anak dengan autism spectrum disorder. Jurnal Ilmiah Multidisiplin Mahasiswa Dan Akademisi, 2(1), 1–25.
- Kamalia, H., & Selian, S. N. (2026). Tantangan dan Praktik Baik dalam Asesmen Anak Berkebutuhan Khusus Berbasis Pendekatan Humanistik. Journal of Research in Education & Technology, 2(1), 1–11.
- Khalefa, E. Y., & Selian, S. N. (2021). Non-random samples as a data collection tool in qualitative art-related studies. International Journal of Creative and Arts Studies, 8(1), 35–49.
- Lekatompessy, E. F., Kumbubui, J. E., Rumahpasal, Y., & Tasidjawa, M. (2026). Keterlibatan Orang Tua Dalam Penanganan Anak Berkebutuhan Khusus (Disablitas Sosial). Nusantara Hasana Journal, 5(9), 99–113.
- Marsyah, U., Annisa, A., Suryani, U., Lubis, N. A., Putri, E. P., Azzahra, F., & Rahmah, K. S. (2026). Transformasi Pengetahuan Orang Tua Melalui Psikoedukasi: Studi Eksperimen pada Keluarga Anak Berkebutuhan Khusus. Jurnal Pendidikan Kebutuhan Khusus, 10(1), 49–57.
- Maulana, Z., & Selian, S. N. S. (2026). Family and schools collaboration in supporting children with specific learning disorders. International Journal of Multidisciplinary Reseach, 2(2), 72–82.
- Moleong, L. J. (2021). Metodologi penelitian kualitatif (Edisi revisi). Remaja Rosdakarya.
- Øberg, G. K., Sørvoll, M., Labori, C., Girolami, G. L., & Håkstad, R. B. (2023). A systematic synthesis of qualitative studies on parents’ experiences of participating in early intervention programs with their infant born preterm. Frontiers in Psychology, 14, 1172578. https://doi.org/10.3389/fpsyg.2023.1172578
- Riskiyah, M., & Depalina, S. (2025). Keterlibatan Keluarga Dalam Pengembangan Bahasa Anak Berkebutuhan Khusus Di Usia Dini. NAAFI: Jurnal Ilmiah Mahasiswa, 1(5), 658–667.
- Ritonga, M. F., & Ananda, F. (2026). Tanggung Jawab Terhadapanak Berkebuthan Khusus Atau Sakit Kronis. Universalia: Journal of Scientific Research, 342–350.
- Rizkiyani, F., & Selian, S. N. (2025). Paradigma Teoretis dalam Psikologi: Landasan Filsafati, Peluang, dan Limitasi dalam Penelitian dan Praktik Psikologi. Jurnal Filsafat Indonesia, 8(1), 15–24.
- Saragih, S. M. B., & Selian, S. N. (2026). Pengalaman Bullying dan Dampaknya terhadap Konsep Diri Anak dengan Disleksia di Sekolah Umum. Jurnal Ilmiah Dan Karya Mahasiswa, 4(2), 01–18. https://doi.org/10.54066/jikma.v4i2.3763
- Selian, S. N. (2024). Psikologi anak berkebutuhan khusus. Syiah Kuala University Press.
- Setyowati, H. Y., Sari, J. R. I. P., Al-Faruq, R. F., & Sholehah, F. A. (2026). The Implementation of a Pocket Book as a Family-Based Early Intervention Guide for Children with Autism. GRAB KIDS: Journal of Special Education Need, 6(1), 25–32.
- Sudaryat, Y., Muspita, R., Syihabuddin, S., Aprilia, I. D., & Manullang, T. I. B. (2021). Problem-Solving Pelaksanaan Intervensi oleh Keluarga yang Memiliki Anak Hambatan Pendengaran Menggunakan Implan Koklea di Masa Pandemi. Jurnal Pendidikan Kebutuhan Khusus, 5(2), 169–179.
- Sugiyono. (2023). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabeta.
- Yuda, F. J., & Sesmiarni, Z. (2025). Bukan Cuma Tanggung Jawab Sekolah: Keterlibatan Orang Tua Kunci Sukses Pendidikan Inklusif. Jurnal Ilmu Pendidikan Islam, 23(4), 101–112.