Pola komunikasi antara guru dan anak dengan autism spectrum disorder (asd) (studi kasus pada kegiatan belajar mengajar di sekolah khusus autis)

Damayanti, Anisa (2020) Pola komunikasi antara guru dan anak dengan autism spectrum disorder (asd) (studi kasus pada kegiatan belajar mengajar di sekolah khusus autis). Masters thesis, Universitas Pelita Harapan.

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Abstract

Autism Spectrum Disorder (ASD) mengacu pada serangkain kondisi yang ditandai oleh adanya beberapa gangguan pada diri manusia dalam melakukan perilaku sosial, berkomunikasi, menata bahasa, dan berbagai minat serta kegiatan yang monoton, unik, dan berulang. Terdapat tiga klasifikasi diagnosis dari autisme yaitu Severe autism, mild autism, dan high functioning autism, dimana ketiganya menunjukan kemampuan dan keterbatasan yang berbeda khususnya dalam bidang komunikasi. Untuk meningkatkan kemampuan individu dengan autisme dalam berkomunikasi, dibutuhkan berbagai intervensi berupa layanan Pendidikan untuk mengembangkan kemampuannya. Pola Komunikasi individu dengan autisme menjadi topik penelitian yang dianggap penting bagi beberapa peneliti, oleh karena itu penelitian ini telah mengkaji mengenai pola komunikasi guru dan anak autisme di sekolah yang memberikan layanan khusus autisme. Melalui pendekatan kualitatif dan metode studi kasus, serta pengumpulan data primer berdasarkan observasi yang dilakukan secara langsung di Multi Intelligence Transforming School, melibatkan satu orang anak dengan mild autis dan severe autism, dan dua orang tenaga pendidik. Melalui analisis menggunakan konsep hirarki makna dari teori coordinated managemrent of meaning, maka terdapat tiga pola komunikasi yang terbentuk antara anak dangan severe autism dengan guru yaitu memberikan tanggapan terhadap apresiasi, memberikan tanggapan terhadap candaan, dan menarik perhatian, dan dua pola komunikasi yang terbentuk antara anak dengan mild autism dengan guru yaitu memberikan tanggapan terhadap cerita dan menunjukan kegemaran. / Autism Spectrum Disorder (ASD) refers to a series of conditions marked by the existence of several disturbances in human beings in carrying out social behavior, communicating, managing language, and various monotonous, unique, and repetitive interests and activities. There are three classifications of diagnosing autism, namely Severe autism, mild autism, and high functioning autism. All three show different abilities and limitations in communication. To improve the ability of individuals to communicate, various interventions in the form of educational services are needed. Communication patterns of individuals with autism become research topics that are considered important for some researchers; therefore, this study has examined the communication patterns of teachers and children with autism in schools that provide autism specific services. Through a qualitative approach and case study method, as well as primary data collection based on observations made directly at the Multi Intelligence Transforming School, involving one child with mild autism and severe autism, and two educators. Through analysis using the concept of the hierarchy of meaning from the theory of coordinated management of meaning, there are three communication patterns formed between children with severe autism and the teacher that is responding to appreciation, responding to jokes, and attracting attention, and two communication patterns formed between children with mild autism with the teacher that responds to stories and shows interest.

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