JOURNAL OF INNOVATION AND DEVELOPMENT OF COMMUNITY SERVICE RESULTS

e-ISSN 3025-2334

Vol 1(2), December 2023, 64-72
DOI: https://doi.org/10.61650/jip-dimas.v1i2.236
a s s yf a . c o m

Parents Accompanying to Identify Special-Needs Children in
Depok, Indonesia
Suharsiwi1, Weny Savitry S. Pandia2, Ruwinah3, and Laila Yumna4
1, 4 Universitas Muhammadiyah Jakarta, Indonesia

2 Universitas Katolik Indonesia Atma Jaya, Indonesia

3 Head of Clinical Therapist Penawar Special Learning Centre, Indonesia
* Corresponding author: suharsiwi@umj.ac.id

KEYWORDS
Children with Special
Needs
Mentoring
Parents

SUBMITTED:08/28/2023
REVISED: 09/15/2023
ACCEPTED: 09/20/2023

ABSTRACT The issue of detection services for children with special needs in Indonesia still merits
attention, as it necessitates intensive treatment to enhance parents' ability to identify their
children with growth and development issues. Regarding this topic, parents need a wealth of
knowledge and skills. Community Service in Depok assists families in identifying children with
special needs. Participants in the brief course must understand the characteristics of children
with special needs. The goals of community service activities are as follows: a) conducting training
activities on the characteristics of ABK, and b) conducting child development screening activities
for the "early detection" of child growth and development issues. a) Parental comprehension of
children with special needs; and b) Stage I, coordination with Forkesi, the Depok ABK service
agency, the Depok Health Service, and the Depok City Government. Then, all Depok city councils
and municipalities were invited to participate in parent training activities with the unique parent
community. The second implementation phase entails training parents on the characteristics and
ABK assessment programs. The subsequent activity in Phase III was observing ABK in the
classroom and exercising child development screening with our Malaysian partner, Hospital
Penawar. Stage IV involves conducting a FGD with parents, instructors, and the Depok Health
Service in attendance. The next step will be collaborating to monitor the Depok Posyandu
Movement's developments.
© The Author(s) 2023.

1. INTRODUCTION
The identification services for children with
special needs in Indonesia are pertinent for
consideration and discourse (Finnegan & Accardo,
2022; Hetzroni, 2019). There exists a wide range of
children with special needs, each exhibiting diverse
symptoms and diseases (Erden et al., 2019; FletcherWatson, 2019; McDonald, 2019). Every condition
exhibits distinct traits. This results in the necessity for
tailored services based on the unique demands of
each client (Brookman-Frazee, 2018; Sharda, 2010;
Tonizzi, 2023).
Nevertheless, not all parents possess a
comprehensive understanding of this distinctiveness.
Insufficient availability of resources about the
appropriate assessment and evaluation of children
diagnosed with Autism Spectrum Disorder (ASD) and
other developmental disorders leads to parents
obtaining erroneous information regarding the true
nature of their children's problems (Rios, 2020;
Sharda, 2018).

The individuals engaged in this activity are
parents who can identify potential child development
issues, specifically visual impairments. A medical
professional conducted a diagnosis on a child
(referred to as B) and determined the presence of a
neurological problem that adversely affected their
visual capabilities (Russell, 2016; Wainwright et al.,
2020). The physician recommended surgical
intervention to address the nerve compression and
mitigate potential complications from the patient's
vision (Dynia, 2020; Troisi, 2020; Zhou, 2020).
Ultimately, B did not have surgical intervention due to
the diversion of his parents' focus toward his
behavioral difficulties, characterized by frequent
episodes of tantrums.
Based on a consultation with a psychologist, it
was determined that individual B exhibited
symptoms consistent with Attention Deficit
Hyperactivity Disorder (ADHD) at the age of six. As a
result, B's educational needs were met through homebased instruction facilitated by their mother, as the

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Suharsiwi et al., ││ Parents Accompanying to identify Special-Needs...

child expressed resistance towards attending
traditional schooling. The mother is strongly inclined
to participate in seminars or workshops on ABK
(children with special needs) (Bosl, 2018; Pintacuda,
2023; Rubenstein, 2018). Additionally, she is keenly
interested in community service activities that
identify and support children with special needs
(Sopa et al., 2022; Suharsiwi, 2016). The mother
articulated her reservations regarding the child's
diagnosis, the classification of her child, and the
appropriateness of the homeschooling approach.
The screening or identification of children with
special needs is of considerable concern to parents, as
evidenced by the fact that out of the 12 parents who
participated in the screening process, only 2 had their
children's issues thoroughly assessed. In contrast,
some parents of other children solely seek guidance
from a psychologist or pediatrician (Setiyanti et al.,
2022; Suharsiwi et al., 2018). Instances of children
with developmental problems do exhibit such
symptoms (Nafisah et al., 2023; Supriatna et al.,
2023). Conducting thorough assessments at
prominent medical facilities that offer specialized
clinics for child growth and development is essential
to obtain precise findings.
The growth and development of children
necessitate a comprehensive approach. Parents
require substantial knowledge and competencies in
this subject field. The primary objective of
Community Service in the city of Depok is to assist
parents in identifying children within their families
who may have special needs. The individuals who
engage in the short course seek to acquire knowledge
regarding the distinctive attributes of children with
exceptional needs.
A subset of parents still require further
comprehension to accurately assess and administer
suitable forms of stimulation for their children with
special needs. Concerns about elevated expenses
contribute to parental hesitancy in monitoring their
child's growth and development (Barnes, 2017;
Chanway, 2000; Zahroh, 2014). The active
involvement of parents in offering suitable attention
and support from the early stages of a child's
development is crucial, as they hold significant
significance within the broader societal context.
Society must comprehensively understand
children's diverse range of unique needs (Islam,
2021;
Yeomans-Maldonado,
2021).
The
dissemination of information through seminars and
workshops can effectively enhance public awareness
of the significance of early identification and
provision of appropriate stimulation for children with
special needs. This encompasses initial indicators,
such as atypical behavioral patterns in children
(Dahliani, 2021; Sungkawati et al., 2022; Yuniwati &
Afdah, 2021). The community plays a significant role
in offering emotional support to families with
children who have special needs. Assisting the
community can mitigate the negative societal

perceptions and feelings of seclusion experienced by
the family (Cholily et al., 2021; Eriyanti et al., 2022;
Pratiwi et al., 2023).
The proposed initiative involves the
collaboration between the community service team
from UMJ and the Depok City Health Service to
implement early detection services in Posyandu
through the inclusive Posyandu program. The
establishment of Posyandu is anticipated to facilitate
the Depok City Government to obtain more precise
statistics on the number of children with special
needs and the specific challenges they encounter.
According to the statistics provided by the Depok City
Health Service in 2022, there are 379 children with
diverse ages and types of special needs in Depok City.
Among these individuals, 224 are classified explicitly
as youngsters. According to the provided data, 7% of
the individuals fall into the category of toddlers, while
the remaining 93% belong to the age group ranging
from 6 to 18 years. Approximately 4% of toddlers and
34% of children within the same age group exhibit
indications of autism and intellectual impairments.
Because Depok City does not have entirely
correct data on the number of special needs children,
autism and psychiatric disorders may be
underrepresented in toddler data. The Depok City
Government understands its value. They collect data
on special needs children in various age groups with
the UMJ community service team and KKN students.
Early identification is crucial for children's
future health and education decisions (Brown, 2019;
Geweniger, 2022). The government must consider
citizen welfare, school choice, therapy, and other
child development programs. Special needs children
are challenging to raise, and their development takes
time (Darmayanti et al., 2023; Faker, 2018; Jans,
2021).
Community service activities aim to 1) train on
ABK traits and 2) check children for "early detection"
of growth and development issues. This exercise
seeks to 1) teach parents about special needs children
and 2) teach them about examination stages and what
to do if their child has growth and development
issues. Phase I: Coordinating with Forkesi, Depok
ABK, Depok Health, and Depok City Government.
Then, all institutions and the Depok City Government
were invited to socialize parent training with the
unique parent community.
Phase II—parent training—has a 40%
theoretical weight. Phase III would involve 60%
practical activities in school observation, mentorship,
and child development assessment with our partner
Hospital Penawar Malaysia—stage IV, closing
activities, including FGDs, evaluation, and a Depok
city government-UMJ MOU.

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2. METHOD
The methodology employed in the community
service project entails utilizing observational
techniques, questionnaires, and documentation
gathering to ascertain the presence of children with
special needs in Depok City. A more comprehensive
elucidation can be delineated as follows (Riono et al.,
2023): (1) The study involved conducting
observations to examine the challenges encountered
by parents in identifying the symptoms exhibited by
children with special needs. (2) Documentation was
employed to gather photographs, videos, and data
about the individuals participating in community
service initiatives. (3) Questionnaires were utilized
to enhance comprehension of community service's
advantages.
Community service is implemented in the
following manner (Sari et al., 2023): (1) The
scheduled events are set to occur on the 9th and
10th of August in the year 2023, encompassing two
separate meetings held on Wednesday and
Thursday. (2) In executing this service, the
researcher enlisted a team comprising two lecturers
and two students to oversee administrative tasks
and gather data in the field. (3) Throughout the
community service initiative, the researcher and
their team, consisting of three lecturers and two
students, offered aid and conducted training
sessions for parents in Depok City on strategies for
identifying symptoms of children with special needs.

3. RESULTS AND DISCUSSION
Distinct developmental demands characterize
every stage of a child's development, and children
with special needs typically have challenges in
acquiring specific abilities (Suharsiwi et al., 2023;
Triono et al., 2023; Zahroh et al., 2023). Assistance is
required to fulfill these objectives, and numerous
distinct family or parent-child communities offer the
requisite services to cater to these parents' needs.
Nevertheless, it is essential to acknowledge that
confident parents may be unable to participate in
these programs due to a range of factors, including
limited comprehension of their child's condition,
demanding schedules, challenges in embracing their
child's distinctiveness, financial constraints, and
other similar circumstances.
The community of families with special needs
children holds considerable significance, as it is led by
administrators who are parents with firsthand
knowledge of caring for their children's unique needs
(Kraleva,
2017;
Sülter,
2022).
Particular
administrations have taken the initiative to establish
educational institutions to disseminate knowledge
and address the specific requirements of parents.
This is particularly relevant in circumstances when
conventional schools are unable to adequately cater
to the needs of children with special needs,
particularly those with more severe conditions such
as autism and attention deficit hyperactivity disorder

(ADHD). The findings of a survey done by a research
team at the sole State Special School in Depok
revealed that the institution's policy of not admitting
children with autism was based on their perceived
lack of capacity to provide adequate care for this
particular student population.
With university support, the institution and the
Depok City Government agreed to organize a Special
Family Forum for all Depok parents of special-needs
children. This combination promotes early detection
and home parenting skills training. Educated parents
may help teachers and schools help their children
succeed (Brocas, 2020; Zhou, 2020). Early detection
programs can be delivered by Inclusive Posyandu or
experienced volunteers. Special needs children
require holistic treatment, and the Health Service
(Dinkes), Education Service (Disdik), and Social
Service (Dinsos) collaborate on early discovery. In
2023, Depok City began implementing the Regional
Regulation (Perda) on Disabilities, reflecting this
collaboration.
Caring for special-needs children will inspire the
Depok community to develop a disability-friendly
community. Special needs children will receive
health, education, and the opportunity to work or
start a business. Before this may happen, the
community can participate in exams, training, and
consultations through connected institutions, the
government, and universities (Brodie, 2017;
Kesäläinen, 2022). The Forum, including particular
parent institutions, universities, and the government,
will create a joint consultation center for financially
disadvantaged parents to access free or subsidized
therapy and consultation services for child growth
and development. This program might start small and
grow until the facilities serve all special needs
children. Inclusive posyandu helps identify children
with special needs, who can be examined by doctors,
psychologists, therapists, and child/exceptional
education professionals in a treatment facility.
Community cooperation and participation can
implement these activities and make Depok City
disability-friendly.
Training Participant Pretest
Below is the original data (pretest) from
Muhammadiyah University, Jakarta's squad, before
training and coaching support.

Table 1 demonstrates that each aspect's average
is below 70. This reveals that many parents have
missed early special needs indicators. So this training
is needed.
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Suharsiwi et al., ││ Parents Accompanying to identify Special-Needs...

Implementing Training
Early detection and stimulation of autistic
children at home require parental help. ASD is a
neurological condition that affects children's social,
communication, and conduct. Early diagnosis and
intervention can help autistic children develop
healthily.

Helping autistic children succeed requires
parental support. Children with autism can develop
better with care, understanding, and effort.

The course aims to recognize early indicators of
special needs children, such as ADHD, ASD, etc. These
steps can parents take:
1) Understanding
Autism
Parents
must
comprehend autism, its symptoms, and its effects
on their child's development. This will help
parents cope (Chen, 2019).
2) Child Development Observation Parents must
regularly observe their child's development.
Consult a healthcare professional quickly if
language difficulties, social issues, or substantial
behavior changes occur (Ferreira, 2023).

Figure 2. Training Discussion Activities
Source: Research Documentation (2023)

Figure 2 exhibits photographs of opening
activities and speaker reviews from the

3) Consult a Specialist. Parents should see autismexperienced psychologists, psychiatrists, or
therapists. They can help diagnose and
recommend treatments (Magaña, 2020).
4) Speech and Behavioral Therapy Communication
is harsh for autistic children. Children can learn
communication and social skills through speech
and behavioral therapy. Parents can practice
these methods at home (Schoen, 1989).
5) Special education Parents can work with schools
and special education centers to acquire their
children's assistance. Children can overcome
learning disabilities with exceptional instruction
(Peristeri et al., 2022).
6) Utilize Technology and Online Resources. Several
autism-specific apps and websites exist. This
technology can help parents stimulate and teach
their kids (Bieleninik, 2017).
7) Patience and Consistency Parenting an autistic
child takes patience and consistency. Children
need emotional support and parental stability
(Buckley et al., 2015).
8) Therapy Engagement Parents can participate in
child treatment. This may involve attending
treatment, completing the therapist's activities,
and tracking the child's development.

Figure 3. Participant Interviews and Observations
Source: 2023 research document

Muhammadiyah University of Jakarta Community
Service Team event. Parents and children with
growth and development issues, such as autism, are
invited to discuss early detection of developmental
disorders like autism.
Figure
3
displays
psychologists/psychotherapists' observations of
parents and special-needs children during interviews.
The public should know this activity to spot
developmental issues in children with special needs
like autism.
Posttest/Final Activities
After training activities are implemented, they
are evaluated to determine their success. Final
activity (posttest) results after team training are
shown below:

9) Maintaining Family Health Parenting an autistic
child can be exhausting. Parents need good
physical and mental health to assist their kids.
10) Communicate with Others Talk to teachers,
friends, and family about your child's autism
requirements and struggles. This can make the
youngster feel supported.

According to Table 2, the mean value for each
observable aspect has attained a score of 80, falling
into the "good" category. This evidence indicates
that training interventions aimed at enhancing
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Suharsiwi et al., ││ Parents Accompanying to identify Special-Needs...

parents' ability to recognize symptoms associated
with children with special needs have effectively
enhanced parents' awareness and comprehension of
the distinctive traits and attributes exhibited by such
children. Hence, this training program can be
deemed successful due to achieving success
indicators (Astuti et al., 2023; Mubarok et al., 2023;
Usmiyatun, Sah et al., 2023).
The significance of mentoring and coaching
initiatives for parents in identifying the initial
indications of children with special needs should not
be disregarded. There are other justifications for
parental support and coaching in this particular
context.
Parents who have received formal training
can identify the initial indicators of emerging special
needs in their children. Early identification of a
condition or particular need facilitates prompt
intervention, enhancing the likelihood of a kid
successfully
overcoming
obstacles.
Early
intervention reduces the development of essential
abilities in children in numerous instances. If
parents can promptly identify early signs, children
can be provided with specialized therapeutic or
educational services tailored to their needs (Safitri
et al., 2023; Sekaryanti et al., 2022; Usmiyatun,
Mustafa et al., 2023).
Parents who know their child's unique
requirements can adequately equip themselves
emotionally and practically. This encompasses
comprehending optimal methods for facilitating a
child's growth and progress, obtaining necessary
resources, and engaging in effective communication
with healthcare and educational practitioners.
Parents who know their child's unique needs can
establish an environment that fosters their
developmental
progress.
This
includes
modifications in parental communication strategies,
adjustments in educational approaches, and the
establishment of customized schedules tailored to
the child's specific requirements (Ahmed et al.,
2021; Arif et al., 2022).
According to research, parents who actively
participate in the early identification and
advancement of children with special needs are
more likely to collaborate with healthcare and
education experts (Yurkofsky, 2019). This facilitates
the formation of a cohesive and effective team
dedicated to promoting children's holistic
development. Early intervention and parental
support can potentially reduce the optimal
development of children with special needs,
enhancing their overall well-being and fostering
their autonomy.
Identifying and comprehending a child's
unique needs by parents might mitigate the stigma
linked to the particular condition. Parents can serve
as advocates for their children, contributing to the
enhancement of societal comprehension regarding

special needs and aiding in eradicating detrimental
stereotypes (Elgrably, 2021).
Schools, health institutions, and non-profit
groups frequently provide special education
programs and family assistance (Nelson et al., 2021)
to aid parents in recognizing early indications of
children with special needs. Parents can significantly
contribute to the optimal development of children
with special needs by providing support and
understanding.
Community service initiatives that prioritize
supporting parents in identifying the indicators of
children with special needs have numerous
favorable consequences that can significantly impact
both people and society. Several critical implications
arise from this activity:
This community service initiative can
potentially assist parents and families in recognizing
early indicators of children with special needs. This
facilitates expedited and more efficient intervention,
enhancing the child's developmental prospects
(Esch, 2018; Liao, 2020). Parents who are provided
with support will acquire enhanced information and
comprehension about the diverse special needs that
their children may possess. This enables individuals
to have a deeper understanding of the obstacles and
determine the most effective approaches to facilitate
the growth and advancement of children (Goksu,
2016). Mentoring endeavors can offer parents
emotional assistance, particularly when they
frequently encounter stress and apprehension about
their child's unique requirements (Berger, 2015).
This intervention can potentially mitigate
stress levels and enhance the overall quality of life
for the family. Parents who engage in mentoring
activities frequently can interact with other parents
encountering
comparable
circumstances
(Robertson, 2017). This phenomenon can establish
a significant social support system wherein parents
can exchange experiences and access valuable
resources.
Engaging in these activities can also mitigate
the social stigma around those with special needs. As
the collective comprehension of special needs within
society expands, it is anticipated that there will be a
reduction in the prevalence of negative stereotypes
and discriminatory practices (Jones, 2018). Parents
who possess a more comprehensive grasp of their
child's symptoms and requirements are more
inclined to pursue assistance from healthcare and
educational experts actively. This has the potential
to enhance children's accessibility to suitable
services. Please provide more context or information
for me to understand what you refer to
(Waddington, 2017). Parents who engage in
mentoring activities assume a more proactive role in
their child's educational journey. Parents can
collaborate with schools and teachers to ensure their
children receive an education tailored to their needs
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Suharsiwi et al., ││ Parents Accompanying to identify Special-Needs...

(Asbury, 2021).
The timely identification and assistance
offered by parents can exert a beneficial influence on
the development of children. Children with unique
needs may encounter enhanced levels of
independence, communication abilities, and several
other capabilities.
Community service activities can enhance the
well-being of children with special needs and their
families. This intervention can facilitate youngsters
in achieving their maximum capabilities and
experiencing a greater sense of social acceptance
within society.
Engaging in parental assistance activities can
effectively contribute to disseminating knowledge
regarding special needs and the significance of early
detection within the community. This can foster more
participation among individuals in the endeavor
above. The involvement of parents in recognizing
symptoms exhibited by children with special needs
carries significant and favorable consequences for
enhancing the overall well-being of the children and
their families. This investment holds considerable
value within a society that prioritizes inclusivity and
demonstrates a genuine concern for its members'
diverse needs and experiences.

4. CONCLUSION
Based on the research findings and subsequent
scholarly discussions regarding parental assistance
activities in identifying children with special needs,
it may be deduced that these activities have been
successfully implemented, resulting in concrete
advantages for parents of such children. Parents also
acknowledge the importance of a comprehensive
evaluation with a qualified expert for a precise
diagnosis. This, in turn, allows parents to receive
suggestions for developmental interventions that
can be executed and organized correctly. One
potential advice for research and community service
activities aimed at parents involves offering
assistance and direction in evaluating the social
skills of children with special needs. This initiative
aims to provide a strong foundation for improving
Indonesia's educational and public health outcomes,
emphasizing equality and equity.

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