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All Journal KUMARA CENDEKIA Jurnal CARE Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan : Riset dan Konseptual JCE (Journal of Childhood Education) GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Child Education Journal Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini NANAEKE Jurnal Kajian Anak (J-Sanak) Nusantara: Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Early Childhood and Character Education Proceedings of The ICECRS JECIE (Journal of Early Childhood and Inclusive Education) Jurnal Medika: Medika
Octavian Dwi Tanto
STKIP Modern Ngawi
Religion Arts Humanities Dentistry Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Journal : Nusantara: Jurnal Pendidikan Indonesia

 1 
Peran Kepercayaan Guru-Siswa dalam Optimalisasi Strategi Pendampingan Anak dengan Gangguan Spektrum Autisme di PAUD Inklusi Tittandi, Nindya Alifia; Hapsari, Sinta Maulida; Tanto, Octavian Dwi
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-20

Abstract

Purpose – Although inclusive education is increasingly implemented, practical insights into effective teaching strategies for supporting children with autism spectrum disorder (ASD) remain limited. This study explores the lived experience of a shadow teacher in applying concrete strategies to support a child with ASD in an inclusive early childhood education setting.Method – A qualitative research design with a phenomenological approach was employed. Data were collected through a semi-structured, in-depth interview with a teacher who had over one year of experience assisting a child with ASD. The data were analyzed using descriptive phenomenological methods to capture essential themes of the teacher’s experience. Findings – The study identified key strategies such as individualized instruction, modified learning objectives, use of reward systems, and ongoing communication with parents, therapists, and school personnel. Consistency across home and school environments, supported by collaborative systems, was found to be essential. Importantly, the development of interpersonal trust between the teacher and the child emerged as a critical factor in the success of individualized strategies—a dimension often underrepresented in current literature. Research Implications – This study provides practical implications for inclusive early childhood education by highlighting the importance of relational, trust-based teaching strategies. While the focus on a single participant limits generalizability, the findings contribute valuable perspectives to teacher training and educational policy development, particularly in relation to supporting children with ASD in inclusive settings.
Co-Authors Aida Ayu Fitriana Ariyanto, Fajar Arwendis Wijayanti Asep Supena Asep Supena Aulia Humaimah Sufyana Dwi Septiani Elisa Novie Azizah Handayani, Rahma Hapidin, Hapidin Henik Lestari Isnaini, Fatimah Noor Kaswati, Tri Kusumastuti, Narendradewi Lestari, Ninik Sripuji Lusiana, Rina lusi Narendradewi Kusumastuti Nindya Alifia Tittandi NUR DWI SUKMONO NURUL HIDAYAH Oktaviana, Revi Purwaningtyas Sucy Lestari Rachman, Budi Renni Agustiningsih Saputri, Senny Weyara Dienda Sinta Maulida Hapsari, Sinta Maulida Siti Zulaikhah Surti Surti Wening Sekar Kusuma Zulfa Nailli Munna