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"ABK memerlukan dukungan yang memadai agar dapat berkembang secara optimal, termasuk dalam mencapai kemandirian dalam kegiatan sehari-hari. SBOT menawarkan pendekatan kolaboratif antara terapis okupasi dan guru untuk membantu ABK mengatasi hambatan dalam aktivitas di sekolah dan mendukung perkembangan kemandirian mereka. Penelitian ini bertujuan untuk menganalisis hubungan antara durasi pemberian School Based Occupational Therapy (SBOT) dengan kemandirian fungsional anak berkebutuhan khusus (ABK). Penelitian ini menggunakan desain kuantitatif dengan pendekatan cross-sectional yang melibatkan 53 orang tua dari anak berkebutuhan khusus di Lazuardi GCS sebagai responden. Data kemandirian fungsional diukur menggunakan skala Modified WeeFIM. Hasil penelitian menunjukkan bahwa terdapat hubungan korelasi yang signifikan antara durasi pemberian SBOT dengan kemandirian fungsional ABK, dengan nilai korelasi Spearman (r = 0,240; p = 0,042). Hasil penelitian ini memberikan bukti empiris bahwa SBOT merupakan intervensi yang efektif dalam mendukung kemandirian ABK. Penelitian ini diharapkan dapat memberikan pemahaman lebih mendalam tentang efektivitas terapi okupasi berbasis sekolah dalam meningkatkan kemandirian ABK di lingkungan pendidikan serta menyediakan rekomendasi untuk pengembangan program SBOT di sekolah inklusi.

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Children with special needs (CSN) require adequate support to achieve optimal development, including independence in daily activities. School Based Occupational Therapy (SBOT) offers a collaborative approach between occupational therapists and teachers to help CSN overcome obstacles in school activities and foster their independence. This study aims to analyze the relationship between the duration of the SBOT and the functional independence of CSN. This study used a quantitative design with a cross-sectional approach involving 53 parents of CSN at Lazuardi GCS as respondents. Functional independence data were measured using the Modified WeeFIM scale. The results revealed a statistically significant correlation between the duration of School Based Occupational Therapy (SBOT) and the functional independence of children with special needs, with a Spearman’s correlation coefficient of r = 0.240 and p = 0.042. These research tells that SBOT is an effective intervention in promoting the functional independence of children with special needs. This study is expected to offer deeper insights into the effectiveness of SBOT in enhancing children’s independence within educational settings and to provide recommendations for the development and refinement of SBOT programs in inclusive schools."

"Keterampilan sosial memiliki peran penting dalam mendukung perkembangan akademik anak, termasuk pada anak berkebutuhan khusus. Penelitian ini bertujuan untuk mengetahui hubungan antara keterampilan sosial dan kompetensi akademik pada anak berkebutuhan khusus di Lazuardi Global Compassionate School. Penelitian ini menggunakan metode kuantitatif dengan pendekatan cross-sectional. Partisipan penelitian berjumlah 29 anak berkebutuhan khusus yang dipilih melalui teknik purposive sampling. Instrumen yang digunakan adalah formulir Social Skills Improvement System (SSIS) untuk mengukur keterampilan sosial, serta nilai rapor sebagai indikator kompetensi akademik. Hasil analisis korelasi Pearson menunjukkan adanya hubungan positif antara keterampilan sosial dan kompetensi akademik (r = 0,324), namun tidak signifikan secara statistik (p = 0,091). Selain itu, tidak ditemukan perbedaan yang signifikan berdasarkan usia, jenis kelamin, maupun klasifikasi kebutuhan khusus terhadap kedua variabel utama.

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Social skills play an important role in supporting children's academic development, including for children with special needs. This study aims to examine the relationship between social skills and academic competence in children with special needs at Lazuardi Global Compassionate School. This research employed a quantitative method with a cross-sectional approach. The participants consisted of 29 children with special needs, selected through purposive sampling. The instruments used were the Social Skills Improvement System (SSIS) Teacher Form to assess social skills, and report card grades as indicators of academic competence. The Pearson correlation analysis showed a positive relationship between social skills and academic competence (r = 0.324), but the result was not statistically significant (p = 0.091). In addition, no significant differences were found based on age, gender, or classification of special needs in relation to the two main variables."