Using the Health Belief Model by Shadow Teachers in Identifying the Behavior of Children with Special Needs

Abstract

The identification of behavioral and emotional disorders of children with special needs in inclusive classroom learning by using the important health belief model approach is carried out by shadow teachers before starting learning. This is used to regulate and place children into different learning systems by adjusting for their needs in relation to meeting the learning outcomes. This study aims to explore the meaning of the shadow teacher’s experience in identifying the behavioral and emotional problems that occur when accompanying children with special needs at following along with the learning in inclusive classes with the health belief model approach. This study was a phenomenology qualitative study that used a purposive sampling technique. The data analysis used the Interpretative Phenomenology Analysis approach. Through in-depth interviews, observations and assistance from the note file, the population involved 7 participants who produced five themes. Three sub-themes were identified for perceived susceptibility: (1) lack of adherence to orders, (2) aggressive behavior, (3) difficulty expressing desires. Two sub-themes identified on perceived severity: (1) independence, (3) stigma. This study encourages the improvement of competence, especially the implementation of assessments when dealing with children with special needs, concerning the provision of adequate facilities and arrangements for inclusive learning and to raise public awareness of the acceptance of children with special needs in the community. Keywords: Health Belief Model, Behavior, Children Special Needs