Parental Roles in Supporting the Growth and Development of Children with Down Syndrome at SLB Negeri Karanganya

Abstract

The research is a qualitative descriptive study employing a phenomenological approach. The data sources include parents of children with Down syndrome enrolled at SLB Negeri Karanganyar. Purposive sampling was used to select participants. Data were collected through in-depth, face-to-face interviews. Methodological triangulation was applied to validate the data. Data analysis was conducted using the Miles and Huberman technique, which involves data reduction, data display, and drawing conclusions.The findings are as follows: Regarding cognitive development, parents play a role by scheduling dedicated learning times at home, accompanying the child during study sessions, practicing writing and coloring activities, and assisting with homework assigned by teachers. To support motor development, parents provide various stimuli at home, such as playing with water, sand, threading beads, molding clay, and assembling puzzles. In terms of communication, parents engage their children in speech therapy and frequently encourage verbal interaction at home. To enhance social skills, parents offer full support and involve their children in role-playing activities. For fostering independence, parents encourage children to eat, drink, bathe, and put on their shoes independently. The study concludes that parents of children with Down syndrome have actively participated in supporting their children's growth and development. Although parental involvement is not yet comprehensive, parents have demonstrated significant support and effort in enhancing their children's development. These efforts positively impact the children's abilities, particularly those with Down syndrome. The actions taken by parents to foster their child's development also reflect a form of acceptance and commitment toward their child's condition.