Social behavior of children with special needs in school and community interactions: A literature review
DOI:
https://doi.org/10.58524/sidase.v1i1.2Keywords:
ADHD, School and community environment, Social behavior, Inclusive education, Literature reviewAbstract
This study examines the social behavior of children with special needs in the context of interactions within school and community environments through a literature review approach. The study aims to identify patterns of social behavior, analyze supporting and inhibiting factors, and explore effective strategies to enhance social integration. A total of 15 national journal articles published between 2019 and 2024 were systematically reviewed to obtain a comprehensive understanding of current research findings and theoretical perspectives. The analysis reveals that children with special needs demonstrate diverse social behaviors influenced by individual characteristics, family dynamics, educational settings, and broader social environments. Key facilitating factors include consistent family support, inclusive education programs, structured social skills training, play therapy interventions, and positive peer relationships. Additionally, a responsive and inclusive community environment significantly contributes to the development of adaptive social behavior. However, several barriers remain prominent, including social stigma, communication difficulties, limited access to inclusive programs, inadequate teacher preparation, and weak collaboration among families, schools, and community institutions. These challenges often hinder the optimal social participation of children with special needs. The findings underscore the importance of integrated and sustainable collaboration among stakeholders to create supportive and inclusive environments. Furthermore, this study provides strategic recommendations for strengthening inclusive policies, improving community awareness, and enhancing intervention programs. Overall, this literature review contributes to the advancement of theoretical and practical frameworks in inclusive education and social development, promoting more equitable social opportunities for children with special needs.
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