Keterlibatan Ayah dalam Pengasuhan Anak Berkebutuhan Khusus: Studi Kasus pada Pendidikan Anak Usia Dini

Abstract

This study aims to describe fathers’ involvement in parenting children with special needs, identify the parenting tendencies demonstrated in daily interactions, and explore factors that support or constrain such involvement.

This study employed a qualitative approach with a case study design. The primary informants were three fathers of six-year-old children with different special needs, while mothers and teachers served as supporting informants. Data were collected through interviews, observations, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing and verification.

The findings indicate that fathers were involved in various forms of caregiving, including assisting with daily activities, providing emotional support, fulfilling children’s needs, accompanying children to school or therapy, and communicating with teachers. Two fathers showed tendencies toward democratic parenting, as reflected in the presence of rules, guidance, and children’s responses to parental direction, while one father demonstrated a more permissive tendency in responding to the child’s wishes. Fathers’ involvement was shaped by several interconnected factors, including work demands, time availability, knowledge of the child’s needs, economic conditions, spousal support, and communication with the school.

Fathers play an important role in supporting children with special needs, although the form and intensity of their involvement vary according to family and contextual conditions. These findings are not intended to generalize all families with children with special needs but highlight the importance of collaboration among fathers, mothers, and schools in providing consistent support tailored to each child’s individual needs.