Abstract
This study aims to explore the training needs of parents for the future of children with intellectual disabilities (ID). The survey research method is used in this study. The questionnaire was used as a guide for parents, and then every chosen programme required by the parents was mentioned in the interview. Data analysis was carried out by categorising parental training needs into four domains of daily activities. The respondents were eight parents who needed training on the programmes of daily activities in order to train their children with ID at home. The findings show that those parents have still not been able to express their rights to convey their needs. Likewise, when they are invited to arrange the structure of the workout schedule at home, they still respond passively. The conclusion is that schools should start to explore the needs of daily activities programmes and develop learning programmes with parents.
 
 Keywords: Parents’ training, intellectual disability, learning.
Highlights
Parents escort their children to special schools in the hope that their children have some competency, especially academic, independence and vocational competence
Training needs for parents of children with intellectual disability (ID) come from daily life activities in all four domains: domestic activities, community life, leisure and vocational life
The parents should be given the right to express the need for an individualised educational programme
Summary
Parents escort their children to special schools in the hope that their children have some competency, especially academic, independence and vocational competence. And student involvement was rated by the teachers as the most important element in the transition process (Herwin et al, 2021). The programme is sourced from family activities as well as the context of the communication materials used, resulting from the growing communication of learning the ways of life (Tuononen et al, 2014). Families have hopes and expectations that are often manifested in daily activities and communication among families, so that the source of activity as the basis of the school uses the sources of functional programmes. The resources are assumed to be functional as they fit the needs of the family and are followed-up by the family with sustainable exercises that are appropriate to the context of life
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