DI KELAS yang TAK BIASA: KOMUNIKASI TERAPEUTIK SEBAGAI JEMBATAN HARAPAN ANAK BERKEBUTUHAN KHUSUS
DOI:
https://doi.org/10.31947/aiccon2025.v1i2.47684Keywords:
Children with Special Needs, Interaction, Interpersonal Communication, Therapeutic CommunicationAbstract
This study aims to explore the implementation of therapeutic communication in supporting the development of children with special needs through dynamic interactions between teachers, therapists, and parents. A qualitative approach using the Focus Group Discussion (FGD) method was applied in this study, which was conducted at Special Harmony School and involved four teachers, four therapists, and four parents of students. The study is grounded in two primary theories: Joyce Travelbee's Human-to-Human Relationship Model and Imogene King's Theory of Goal Attainment. The findings reveal that social inclusion can be realized through empathetic and understanding interactions in daily life, where a supportive social environment greatly facilitates the effective implementation of therapeutic communication in the children's lives. However, the study also identified significant challenges, particularly the children's dependence on gadgets, which hampers their ability to engage in optimal social interaction. The role of the family, especially parents and siblings, proves to be a crucial element in the therapy process and in the development of the children's social abilities. Psychological denial experienced by parents regarding their child’s condition was found to be an obstacle to effective therapeutic communication and the child’s overall developmental progress. These findings highlight the urgency for deeper authentic empathy, not just a cognitive approach, in addressing the needs of children with special needs. Therapeutic communication acts as a bridge connecting the interactions among individuals involved in the child’s developmental process, aligning with the concept of mutual goals in King’s theory and the human closeness emphasized in Travelbee’s model. Therefore, a cross-role collaborative approach (involving teachers, therapists, and families) that emphasizes meaningful interaction, deep emotional connection, and jointly agreed developmental goals is essential to optimizing the therapy and holistic development of the child.
Keywords: Children with Special Needs, Interaction, Interpersonal Communication, Therapeutic Communication.
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