Home-Based Learning for Children with Moderate Intellectual Disabilities: Collaboration between Teacher and Family

Changes that have occurred in the education system and the implementation of learning due to the COVID-19 pandemic have become a challenge for teachers, especially in learning for children with intellectual disabilities. The lack of collaboration between teachers and families is an obstacle in home-based learning for children with intellectual disabilities. This study aimed to describe the collaboration between teachers and families in maximizing the learning and development of children with intellectual disabilities in home-based learning. This study used a qualitative approach with the type of literature review that seeks to describe the importance of teacher and family collaboration in implementing self-development learning for children with moderate intellectual disability. This systematic review was conducted from November 2014 to April 2015 using PRISMA. The authors conducted searches in online databases with large repositories of academic studies and fully accessible by the authors. The results showed that: (1) Students need teachers who support, motivate and guide them, (2) families play a role in providing full support to children because home-based learning requires independence, willingness to learn, commitment and effort, (3) Collaboration is influenced by the belief in the importance of collaboration, systematic exchange of information, commitment from both parties, and mutual concern for optimal learning and child development. Families have the primary responsibility in the education of their children. The form of the role of the collaborative relationship between teachers and families greatly determines children's interest in learning, children's discipline in the learning process and maximum learning outcomes.