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Khofidotur Rofiah
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Grab Kids: Journal of Special Education Need
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 27768767     DOI : https://doi.org/10.26740/grabkids.v5i1
Core Subject : Education, Social,
Education Social Sciences
About the Journal EditEdit About the Journal Aim and Scope GRAB KIDS: Journal of Special Education Need provides a diverse group of professionals with a peer-reviewed international platform for publishing original work in the field of special education. The journal welcomes research articles, as well as theoretical and review papers, from contributors worldwide. Authors are encouraged to submit research findings, historical and philosophical analyses, and evidence-based studies highlighting the effectiveness of innovative practices in special education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 66 Documents
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Beyond Access to Nature: Nature-Based Learning, Meaningful Participation, and Outcomes for Children with Disabilities Asri Wijiastuti; Khofidotur Rofiah; Ima Kurrotun Ainin; Sujarwanto; Ni made Marlin Minarsih; Lovany Marchelia Shafirarossa
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 2 (2026): Advancing Inclusive Practices for Children with Disabilities Across Home, Schoo
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i2.43954

Abstract

Nature-based learning offers opportunities to support the participation, development, and learning of children with disabilities; however, evidence regarding its forms, enabling conditions, and outcomes remains fragmented. This systematic literature review examined what existing literature reveals about nature-based learning experiences, participation, and developmental and educational outcomes for children with disabilities. Following the PRISMA framework, 15 studies were identified and synthesized from the selected literature. The studies represented diverse approaches, including Forest School, sensory gardens, horticultural activities, outdoor adventure, wild-nature experiences, and other forms of nature-based and outdoor learning. The synthesis generated three interconnected themes: diverse nature-based learning opportunities; accessibility and support as conditions for meaningful participation; and multidimensional developmental and educational outcomes. Across the studies, nature-based experiences provided opportunities for experiential and sensory learning, exploration, movement, autonomy, and social interaction, with reported outcomes spanning social participation, emotional well-being, sensory engagement, physical development, and learning. Importantly, the findings indicate that exposure to nature alone does not ensure positive outcomes. Rather, nature provides opportunities; accessibility and support enable meaningful participation; and meaningful participation creates pathways toward developmental and educational outcomes. The evidence remains predominantly focused on autistic children, highlighting the need for research involving a broader range of disabilities. These findings underscore the importance of designing accessible, supportive, and inclusive nature-based learning experiences that enable meaningful participation for diverse learners.
Collaboration Among Schools, Families, and the Community in Supporting Inclusive Education for Students with ADHD: A Literature Review Anggun Permata Hati; Sekar Auwalia Riswana; Lilis Suhaila Nur Aini
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 2 (2026): Advancing Inclusive Practices for Children with Disabilities Across Home, Schoo
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i2.56432

Abstract

Inclusive education for students with Attention Deficit Hyperactivity Disorder (ADHD) requires comprehensive support, not only from schools but also from families and the community as the broader social environment. Several studies emphasize that collaboration between classroom teachers and special education teachers supported by school policies and understanding from the surrounding community can enhance the effectiveness of inclusive education. Thus, integrated cooperation among schools, families, and the community serves as the foundation for achieving optimal inclusive education for students with ADHD. This study employed a Systematic Literature Review (SLR) approach, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Various studies have examined collaboration between schools, families and professionals in inclusive education, the involvement of the community as part of the educational support system for pupils with ADHD has not yet been widely discussed. This literature review concludes that collaboration among schools, families, and communities is a key determinant of the success of inclusive education for students with ADHD.
The Role of Parents in Providing Sex Education to Children with Special Needs at SLB Putra Mandiri Kedungpring, Lamongan Wida Sulistyowati; Muhammad Nurrohman Jauhari; Evi Aulia Nurahma
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 2 (2026): Advancing Inclusive Practices for Children with Disabilities Across Home, Schoo
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i2.56619

Abstract

This study aims to describe the role of parents in providing sex education to children with special needs (CSN) as an effort to prevent sexual violence. This research employed a qualitative approach with a phenomenological design. The research participants were parents of children with special needs at SLB Putra Mandiri Kedungpring, Lamongan. Data were collected through in-depth interviews, participant observation, and documentation, and analyzed using thematic analysis comprising data familiarization, reduction, categorization, theme identification, and conclusion drawing and verification. The results show that parents play an important role in introducing body parts and privacy, teaching gender differences, reinforcing toilet training and personal hygiene, and building open communication with their children as a form of sexual-violence prevention. However, several obstacles were found, such as limited parental understanding, feelings of embarrassment in discussing sexuality, and differences in children's abilities and communication modes. To overcome these constraints, parents applied personal, activity-based approaches, daily habituation, and informal cooperation with the school. This study concludes that parents play a crucial, though still developing, role in providing sex education for children with special needs, and that this role needs to be strengthened through structured guidance and closer collaboration with schools so that sexual-violence prevention can be implemented more effectively.
Universal Design for Learning-Based Inclusive Classroom Management at SD Labschool UNESA 2 Surabaya Aliya Marsya As-syifa'; Hitta Alfi Muhimmah
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 2 (2026): Advancing Inclusive Practices for Children with Disabilities Across Home, Schoo
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i2.56923

Abstract

Inclusive education in Indonesia faces a persistent gap between normative policy commitments and actual classroom practice, particularly in how teachers manage heterogeneous classrooms at the primary school level. This study aims to describe inclusive classroom management based on Universal Design for Learning (UDL) at SD Labschool UNESA 2 Surabaya, focusing on: (1) physical and social environment management, (2) instructional differentiation and student grouping, and (3) facilitating and inhibiting factors of implementation. A descriptive qualitative approach was employed, with data collected through structured observation, semi-structured interviews with a class teacher and a special education companion teacher (GPK), and documentation on 6 May 2026. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), with triangulation and member checking to ensure credibility. Findings reveal that all three UDL principles multiple means of representation, engagement, and action and expression are implemented in an integrated manner through instructional differentiation, flexible assessment, peer tutoring, positive behavior management, and inclusive school culture. The school’s affiliation with Universitas Negeri Surabaya (UNESA) serves as a key institutional facilitator distinguishing it from regular inclusive schools. This research contributes empirical documentation of how UDL principles are operationalized in inclusive classroom management in the Indonesian primary school context.
Family-Centered Early Intervention to Support Communication Development in Children with Multiple Disabilities with Visual Impairment Citra Ashri Maulidina; Lintang Al-mar’atus Sholihah; Mohammad Arif Taboer; Kholifatul Novita Ningsih
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 2 (2026): Advancing Inclusive Practices for Children with Disabilities Across Home, Schoo
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i2.57154

Abstract

This study aims to formulate an early intervention program based on family resources for parents to stimulate communication of MDVI children at home. This research was motivated by a lack of understanding of families in providing intervention efforts to optimize communication skills in children with MDVI from an early age. The subjects in this study were two parents who had MDVI children. The first subject was the family of a child with early AZs who had a visual impairment with autism. The second subject was the family of a child with an early K who had visual impairment and hearing loss.  This research approach is a qualitative approach with three stages of research, namely assessment, validation, and implementation. The result of this study is that parents know the characteristics and needs of their children, there is a positive acceptance from parents, and parents begin to know the communication principles of MDVI children and begin to practice them in a way that directly positively affects the  child's communication.
Theory Informed Colour Supported Instructional Design for Early Numeracy Learning in a Child with ADHD Evidence from a Single Subject Study Lovany Marchelia Shafirarossa; Khofidotur Rofiah; Reza Akbar Fauzan
GRAB KIDS: Journal of Special Education Need Vol. 6 No. 2 (2026): Advancing Inclusive Practices for Children with Disabilities Across Home, Schoo
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/grabkids.v6i2.57233

Abstract

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience difficulties in early numeracy because of deficits in attention, working memory, and executive functioning. Although flashcards are widely used to support mathematics learning, limited evidence is available regarding the effectiveness of flashcards designed according to evidence-based cognitive learning principles. This study aimed to examine the effectiveness of theory-informed colour-supported flashcards in improving early numeracy performance in a child with ADHD. A single-subject experimental design (A–B) was employed involving one eight-year-old second-grade student with ADHD attending a special school in Indonesia. The intervention consisted of colour-supported flashcards developed by integrating Executive Function Theory, Cognitive Load Theory, Dual Coding Theory, the Cognitive Theory of Multimedia Learning, and the Signaling Principle. Early numeracy performance was assessed across four baseline sessions and five intervention sessions using repeated measurements. Data were analysed through visual analysis and Percentage of Non-overlapping Data (PND). The participant's mean score increased from 63.75 during baseline to 79.00 during intervention, representing an improvement of approximately 23.9%. Complete non-overlap between baseline and intervention data (PND = 100%) indicated a strong intervention effect. These findings suggest that the observed improvement was associated not merely with repeated flashcard practice but with instructional materials intentionally designed to support attention, reduce unnecessary cognitive processing, and strengthen visual-verbal integration. The study provides preliminary evidence that theory-informed instructional design may enhance early numeracy learning for children with ADHD and offers practical implications for developing cognitively responsive mathematics instruction in inclusive and special education.

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