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All Journal Journal of ICSAR VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Jurnal Ilmiah Profesi Pendidikan Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Journal of Scientific Research, Education, and Technology Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Grab Kids: Journal of Special Education Need
Maulidina, Citra Ashri
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Literature Review: mengenai Stigma atau Pandangan Sosial Terhadap Anak dengan Hambatan Intelektual Azizah, Khalda; Zahra, Anna Hamidah; Alifa, Seva Yasmin; Ainurrohmah, Kayla; Sura Mangu, Maria Kolenstika; Maulidina, Citra Ashri
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 20 No 1 (2025): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal (In
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV.2001.5

Abstract

Children with intellectual disabilities often experience unfair treatment due to the social stigma imposed on them by society. Society often gives negative labels such as "stupid", "incapable", and "family curse". In this study, we summarize ten national and international journals to see how the stigma is formed, spreads, and affects the lives of children and their families. Through the Systematic Literature Review (SLR) method, it was found that stigma often arises due to a lack of understanding and direct interaction between society and children with special needs. This writing is a form of reflection that every child has the right to a safe growing space, acceptance by their environment, and to be loved. It is hoped that this study can be a small step towards building a better understanding in society, so that children with intellectual disabilities can live without negative labels and stigmas and can develop according to their potential.
The Role of Schools in Family-Resource Interventions to Improve Family Quality Of Life in Children with Intellectual Disabilities Maulidina, Citra Ashri; Jaya, Indra; Lianty, Leliana; Taboer, Mohammad Arif; Kasirah, Irah; Rizki, Rahmat
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 20 No 1 (2025): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal (In
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV.2001.2

Abstract

The family plays an important role and responsibility in the development of children. School is an important part of improving the quality of individuals. School has a role in child development. The family and school are part of the microsystem environment. Unfortunately, families with children with intellectual disabilities often face different challenges than other families. Parents who have children with intellectual disabilities often feel stressed, angry, rejected, have a deep sense of guilt, and lack confidence. Family Quality of Life is a concept of how well family needs and well-being are met based on five domains: family interaction, parenting, physical well-being, emotional well-being, and disability-related services. If families do not receive support in the form of family-resourced intervention programs, this will affect the quality of families with children with special needs in a negative direction. The purpose of this research is to strengthen the role of schools to families so that families get support, information, strength, abilities, and needs of their children who experience intellectual disabilities so that a positive family quality is created because parents get the best support to create closeness and support with their children. The research method uses design and development research (D&DR). This research took place at one of the Extraordinary Schools in Jakarta. The results of the study show that schools provide full support and teachers build positive collaboration with parents so that parents have a support system from their immediate environment and can improve the quality of the family
Pendidikan Multikultural Sebagai Landasan untuk Pemberdayaan Siswa Kebutuhan Khusus di SD: Studi Literatur Setyawati, Rini Cahyani; Zakiah, Linda; Saputri, Devinna Andarini; Ramadhani, Nur Syadida; Maulidina, Citra Ashri
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 2 (2024): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i2.2204

Abstract

Artikel ini bertujuan untuk membahas peran pendidikan multikultural dalam memberdayakan siswa berkebutuhan khusus di sekolah dasar. Metode penelitian yang digunakan adalah studi literatur dengan pendekatan deskriptif-analitis, yaitu dengan menganalisis berbagai sumber data dan publikasi yang relevan. Hasil analisis menunjukkan bahwa pendidikan multikultural dapat menciptakan lingkungan belajar yang dapat menerima dan menghargai keberagaman peserta didik, termasuk mereka yang berkebutuhan khusus, sehingga mereka dapat mengakses pendidikan secara efektif. Artikel ini juga memaparkan strategi dan metode pendidikan multikultural yang dapat diintegrasikan ke dalam pendidikan dasar yang inklusif, serta peran penting dalam memberdayakan siswa berkebutuhan khusus untuk meningkatkan kemampuan sosial, komunikasi, dan belajar independen. Dengan demikian, pendekatan terpadu antara pendidikan multikultural dan pendidikan inklusif dapat menciptakan lingkungan pendidikan yang lebih adil, inklusif, dan beragam, serta membantu semua siswa untuk mendapatkan akses dan dukungan yang mereka butuhkan untuk mencapai potensinya secara menyeluruh.
Perspectives of Individuals with Multiple Disabilities : A Literature Review Azizah, Citra Dwi; Maulidya, Saskia Nur; Nabilah, Vania; Putri, Raden Roro Tiara Maharany; Ramania, Lyra; Maulidina, Citra Ashri
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 1 (2026): Innovations, Interventions, and Perspectives in Special Needs Education
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i1.49539

Abstract

Individuals with multiple disabilities are individuals who have more than one type of disability, present in human diversity. This condition requires extensive and ongoing support and services. Attention to the perspectives of individuals with multiple disabilities in understanding themselves and their surroundings remains limited, particularly in terms of education and social services. In fact, these perspectives are crucial in determining a person's learning experiences, communication styles, level of social engagement, and quality of life. This study aims to analyze in-depth the perspectives of individuals with multiple disabilities and examine the role of the environment in shaping their self-perceptions and life experiences. This study used a descriptive qualitative approach by reviewing relevant scientific articles published in the last five years (2020–2025). Data were analyzed using thematic analysis techniques to identify key patterns in self-perception, learning experiences, communication, and forms of support and barriers originating from family, school, and service systems. The perspectives of individuals with multiple disabilities are formed through the ongoing interaction between personal experiences and environmental responses. Emotional support, responsive communication, and flexible education contribute to the formation of positive self-perceptions, while inadequate services can hinder development and participation. Therefore, the perspectives of individuals with multiple disabilities need to be understood as dynamic social constructs that require an inclusive and adaptive approach to improving quality of life.
Literature Review: Children's Perspectives on Multiple Disabilities Nurhani, Damaryana; Anjarwati, Eica; Safira, Faiza Aryareinita; Apriliani, Tria; Maulidina, Citra Ashri
Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Vol. 7 No. 2 (2025): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/emergent.v7i2.78

Abstract

Children with multiple disabilities experience more than one type of developmental impairment that interacts and affects their communication, learning, and social participation. However, they are often understood through a deficit-based perspective, which limits recognition of their experiences and potential. This study aims to examine the perspectives of children with multiple disabilities through a systematic review of previous research. A qualitative descriptive literature review was conducted by analyzing 20 relevant journal articles from both national and international sources. Data were examined using thematic analysis to identify common patterns and shifts in perspectives. The findings indicate a shift from a limitation-focused approach to a more humanistic, contextual understanding. Children with multiple disabilities are recognized as active individuals with unique ways of communicating and interacting with their environment, even in the absence of verbal language. Responsive and inclusive environments, particularly the roles of families and educators, are essential in supporting children’s development and quality of life.
Communication Models and Intervention Strategies for Children with Multiple Barriers: Literature Review Azizah, Atika Nurul; Wulandari, Endah Agustine; Azzahra, Muria Jayanti; Alhuda, Salwa; Zahra, Jasmine Meilika; Maulidina, Citra Ashri
Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Vol. 7 No. 2 (2025): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/emergent.v7i2.79

Abstract

Children with multiple disabilities often experience communication difficulties due to a combination of sensory, physical, and cognitive barriers that affect their ability to interact socially. This article examines communication intervention models and strategies for children with multiple barriers through a literature review. The study was conducted on 20 scientific articles published over the last five years, obtained from various relevant sources. Then analyzed using content analysis. The results of the study show that effective communication interventions include direct communication approaches grounded in empathy, the development of intervention models through research and development (R&D) methods, and the use of Augmentative and Alternative Communication (AAC). Social environmental support, the roles of teachers and families, and adapting interventions to the child's individual characteristics are important factors in successful communication. Therefore, communication interventions need to be designed adaptively and holistically to support communication development and quality of life for children with multiple barriers.
Literature Review: The Impact of Children with Multiple Disabilities in Their Life Khoirunnisa, Amira; Ammaroh, Hanifah Ummu; Cantikaarini, Sarah Febri; Libowo, Rafa; Cesaria, Marcella; Maulidina, Citra Ashri
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1004

Abstract

This study reviews previous literature to determine how multiple disabilities affect children. It also examines key components of support services and the education system. Children with various disabilities face complex developmental challenges in cognitive, communication, social, and emotional areas. This study identified four key impacts from 28 scientific articles (2020–2025) using a systematic literature review approach. These four impacts are as follows: “Psychological and Emotional”; “Social and Participation”; “Family and Support Systems,”; and “Education and Services.” The findings suggest that addressing multiple disabilities requires an integrated, personalized, and family-based intervention approach. Furthermore, addressing multiple disabilities requires policies that enable broad social participation and support tailored to children’s complex needs.
Co-Authors Agustin, Ranti Dwi Ainurrohmah, Kayla Alhuda, Salwa Alifa, Seva Yasmin Amani, Dwi Aisyah Ammaroh, Hanifah Ummu Ananda, Tasya Anjarwati, Eica Apriliani, Tria Assyahidah, Aida Hanifah Azizah, Atika Nurul Azizah, Citra Dwi Azizah, Khalda Azzahra, Muria Jayanti Bahrudin Bahrudin Cantikaarini, Sarah Febri Cesaria, Marcella Faruqi, Muhammad Ismail Hasanah, Agist Indra Jaya Kairunisa, Shabila Kasirah, Irah Khoirunnisa, Amira Kiarra Latisha, Erva Kusmiati, Yulia Lianty, Leliana Libowo, Rafa Linaty, Leiliana Linda Zakiah MAULIDAH, SITI Maulidya, Saskia Nur Mohammad Arif Taboer Nabilah, Rifdah Nabilah, Vania Nurhani, Damaryana Nurmalinda, Rossa Nuwair, Salmah Haifa Oktaviani, Mila Putri, Aisyah Winna Putri, Raden Roro Tiara Maharany Ramadhani, Nur Syadida Ramania, Lyra Rizki, Rahmat Rosifah, R RR. Ella Evrita Hestiandari Safira, Faiza Aryareinita Salsabila, Hanifah Saputri, Devinna Andarini Setyawati, Rini Cahyani Shilfiyani, Shela Pramudya Siti Nur Aisyah Suprihatin Suprihatin Suprihatin Suprihatin Sura Mangu, Maria Kolenstika Swarna Dyah Puspita, Andhini Wulandari, Endah Agustine Yaziid, Belvanisa Fitrilya Rizky Yusro, Muhammad Najmil Zahra, Anna Hamidah Zahra, Jasmine Meilika Zakiyah, Linda Zakya, Auliana Laili Fajri