Penguatan Kompetensi Guru PAUD sebagai Terapis melalui Stimulasi Sensori
DOI:
https://doi.org/10.55123/abdisoshum.v5i1.7644Keywords:
Sensory Issues, Sensory Processing Disorder, Sensory StimulationAbstract
One concrete step taken to support SDGs 4 is the promotion of inclusive schools starting from the early childhood education (PAUD) level. However, the practice of inclusive education faces quite a number of challenges, one of which is related to sensory issues in early childhood. Teachers, as one of the important figures, play a major role in optimizing children's sensory processes through classroom activities. The community service program aims to improve teacher competency in identifying and stimulating sensory processing in early childhood. The community service activity with the main theme "Strengthening the Competence of Early Childhood Education Teachers as Therapists" was attended by 30 PAUD teachers from three inclusive kindergartens in Malang. The activity was conducted in three meetings covering basic material, material reinforcement and planning sensory stimulation, and mentoring sensory stimulation. In general, the community service program was proven effective in improving teacher competency and attitudes related to sensory issues in early childhood (p<0.01). The method that focuses on learners and strengthening skills is a major advantage of this community service. Future community services are expected to consider the sustainability of the program that has been implemented so that it can provide long-term benefits.
References
Ahn, R. R., Miller, L. J., Milberger, S., & McIntosh, D. N. (2004). Prevalence of Parents’ Perceptions of Sensory Processing Disorders Among Kindergarten Children. The American Journal of Occupational Therapy, 58(3), 287–293. https://doi.org/10.5014/ajot.58.3.287
Amemasor, S. K., Oppong, S. O., Ghansah, B., Benuwa, B.-B., & Essel, D. D. (2025). A systematic review on the impact of teacher professional development on digital instructional integration and teaching practices. Frontiers in Education, 10, 1541031. https://doi.org/10.3389/feduc.2025.1541031
Autism Education Trust. (n.d.). AET Schools Competency Framework. Autism Education Standards. Retrieved https://www.nen.org.uk/sites/default/files/2023-06/aet-schools-competency-framework.pdf
Baranek, G. T., Boyd, B. A., Poe, M. D., David, F. J., & Watson, L. R. (2007). Hyperresponsive Sensory Patterns in Young Children With Autism, Developmental Delay, and Typical Development. American Journal on Mental Retardation, 112(4), 233. https://doi.org/10.1352/0895-8017(2007)112%255B233:HSPIYC%255D2.0.CO;2
Bartan, S., & Alisinanoğlu, F. (2024). Preschool Teachers’ views on Sensory Education. Southeast Asia Early Childhood Journal, 13(1), 81–94. https://doi.org/10.37134/saecj.vol13.1.5.2024
Bērziņa, Ž. (2011). School-Based Mentoring for Professional Development of Inclusive School Teachers. Journal of Teacher Education for Sustainability, 13(1), 72–83. https://doi.org/10.2478/v10099-011-0006-0
Carpenter, K. L. H., Baranek, G. T., Copeland, W. E., Compton, S., Zucker, N., Dawson, G., & Egger, H. L. (2019). Sensory Over-Responsivity: An Early Risk Factor for Anxiety and Behavioral Challenges in Young Children. Journal of Abnormal Child Psychology, 47(6), 1075–1088. https://doi.org/10.1007/s10802-018-0502-y
Chellamani, K. (2012). Role of Teacher as a Therapist: Issues, Challenges and Reflective Practices. 50(1), 80–19.
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 90(4), 499–541. https://doi.org/10.3102/0034654320933544
Dunn, W. (1999). Sensory Profile User Manual: Strength Based Approach to Assessment and Planning. Pearson.
Dyosini, T. (2025). Early childhood teachers on Neurodiversity: Perspectives and professional development needs. South African Journal of Childhood Education, a1677. https://doi.org/10.4102/sajce.v15i1.1677
Edirisinghe, C., Podari, N., & Cheok, A. D. (2022). A multi-sensory interactive reading experience for visually impaired children; a user evaluation. Personal and Ubiquitous Computing, 26(3), 807–819. https://doi.org/10.1007/s00779-018-1127-4
Gascoyne, S. (2011). Sensory Play: Play in the EYFS. MA Education Ltd.
Grover, P., & Dabholkar, A. (2023). Survey of the knowledge, attitude and practices regarding sensory processing disorders in special educators. Medical Science, 27(131), 1–8. https://doi.org/10.54905/disssi/v27i131/e56ms2664
Hyseni Duraku, Z., Blakaj, V., Shllaku Likaj, E., Boci, L., & Shtylla, H. (2022). Professional training improves early education teachers’ knowledge, skills, motivation, and self-efficacy. Frontiers in Education, 7, 980254. https://doi.org/10.3389/feduc.2022.980254
Ife, J. (2002). Community Development: Community-based Alternatives in an Age of Globalisation. Pearson Education Australia.
Jorquera-Cabrera, S., Romero-Ayuso, D., Rodriguez-Gil, G., & Triviño-Juárez, J.-M. (2017). Assessment of Sensory Processing Characteristics in Children between 3 and 11 Years Old: A Systematic Review. Frontiers in Pediatrics, 5, 57. https://doi.org/10.3389/fped.2017.00057
Klippen, M. I. F., Keles, S., Dikilitas, K., & Haver, A. (2025). Collaborative Learning and Student Engagement in Higher Education: A Systematic Scoping Review and Evidence-Gap Map. 7(2), 154–172.
Kong, M., & Moreno, M. A. (2018). Sensory Processing in Children. JAMA Pediatrics, 172(12), 1208. https://doi.org/10.1001/jamapediatrics.2018.3774
Kurniawati, N., Mustaji, M., & Setyowati, S. (2018). Implementation Of Neuroscience Learning To Develop Early Childhood’s Cognitive. Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). https://doi.org/10.2991/icei-18.2018.20
Mushtaq, T., Fazil, H., & Parveen, Z. (2024). Impact of High-Sensory Issues on Attention: Understanding the Negative Effects. Pakistan Social Sciences Review, 8(III). https://doi.org/10.35484/pssr.2024(8-III)80
Ni’matuzahroh, N., & Permata Sari, A. (2024). Capacity Building Berbasis Dukungan Perilaku Positif Komunitas bagi Pendamping Disabilitas Berat Jawa Timur. Jurnal Pengabdian Masyarakat Indonesia, 4(2), 351–359. https://doi.org/10.52436/1.jpmi.2346
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher Professional Development around the World: The Gap between Evidence and Practice. The World Bank Research Observer, 37(1), 107–136. https://doi.org/10.1093/wbro/lkab006
Raevsky, M., Nabalta, C. A., & Atiles, J. T. (2025). Managing Sensory Processing Disorders in an Early Childhood Classroom: Evidence-Based Strategies for Teachers. Early Childhood Education Journal, 53(8), 2885–2893. https://doi.org/10.1007/s10643-025-01904-z
Ruttledge, A., & Cathcart, J. (2019). An evaluation of sensory processing training on the competence, confidence and practice of teachers working with children with autism. Irish Journal of Occupational Therapy, 47(1), 2–17. https://doi.org/10.1108/IJOT-01-2019-0001
Sari, A. P., Fitriati, S., Salsabila, I., & Azizah, Y. N. (2025). Raising Awareness About Sensory Issues: Psychoeducation of Sensory Issues in Parents with Early Childhood. Plakat : Jurnal Pelayanan Kepada Masyarakat, 7(2), 132. https://doi.org/10.30872/plakat.v7i2.21329
Schaaf, R. C., Miller, L. J., Seawell, D., & O’Keefe, S. (2003). Children With Disturbances in Sensory Processing: A Pilot Study Examining the Role of the Parasympathetic Nervous System. The American Journal of Occupational Therapy, 57(4), 442–449. https://doi.org/10.5014/ajot.57.4.442
Schueler, L. (2024). Equipping Early Childhood Educators to Identify and Support Students with Sensory Processing Disorder: Recommendations from Occupational Therapists" [Theses, Hollins University]. https://digitalcommons.hollins.edu/matltheses/12/
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2025). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research, 95(2), 213–254. https://doi.org/10.3102/00346543231217480
United Nations. (2015). United Nation SDGs. https://sdgs.un.org/goals/goal4
Vieira, L., Rohmer, O., Jury, M., Desombre, C., Delaval, M., Doignon-Camus, N., Chaillou, A.-C., Goulet, C., & Popa-Roch, M. (2024). Attitudes and self-efficacy as buffers against burnout in inclusive settings: Impact of a training programme in pre-service teachers. Teaching and Teacher Education, 144, 104569. https://doi.org/10.1016/j.tate.2024.104569
Watts, M. (2020). Exciting Sensory Bins for Curious Kids: 60 Easy Creative Play Projects That Boost Brain Development, Calm Anxiety and Build Fine Motor Skills. Page Street Publishing.
Wild, G. (2018). A Model for Classroom-Based Intervention for Children with Sensory Processing Differences. 33(3), 745–765.
Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications, 10(1), 16. https://doi.org/10.1057/s41599-023-01508-1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
