Psychoeducation “AKU PEDULI” for parent with typically developing children at an Inclusive Kindergarten

Abstract

This study examined the effectiveness of “AKU PEDULI” psychoeducation in helping the parents of typically developing children to increase their knowledge of special needs children and inclusive education at an inclusive kindergarten. “AKU PEDULI” is abbreviated from Anak Berkebutuhan Khusus dan Pendidikan Inklusif (Special Needs Children & Inclusive Education). Quantitative methods were used in both the pre-test and post-test parts of the research. Six mothers aged 28–34 years, of typically developing children were selected to participate in the study through accidental sampling. Participants were required to be parents of typically developing children who attend an inclusive kindergarten and who have a minimum educational attainment of high school completion. The psychoeducation material consisted of two topics: special needs children and inclusive education. Participant s knowledge was measured using a questionnaire survey. Questionnaire data were tested using the Wilcoxon signed rank test. Statistical analysis revealed that psychoeducation AKU PEDULI did not significantly increase parents’ knowledge of special needs children and inclusive education. However, the analysis revealed an increase in knowledge regarding interaction with children with special needs, the definition of inclusive education and the role of parents in inclusive education. An action plan devised by participants in psychoeducation AKU PEDULI revealed an awareness of the need for their involvement in the inclusive kindergarten. The psychoeducation program described in this study can be used as an intervention by inclusive kindergartens to disseminate information about inclusive education to parents. The findings suggest that interviews and observation methods should be used to measure participants knowledge before and after psychoeducation.