Developmental Dynamics of Children with Down Syndrome in Special Schools

Abstract

Down syndrome is a genetic disorder characterized by an extra chromosome on the 21st pair, which results in significant cognitive and physical barriers. This research aims to analyze the dynamics of the development of children with Down Syndrome in Sekolah Inklusi Benih Insani Surabaya, particulary in social and academic aspects. Using a descriptive qualitative method through one month of participatory observation, this study focuses on three specific subjects representing different adaptation phases: a long-term student (senior), a mid-term (one month), and a new student (two weeks). Data were analyzed using narrative analysis to identify behavioral patterns and developmental transformations. The results showed that the duration of education in an inclusive setting was positively correlated with emotional control and acceptance of academic instruction. Findings indicate that children with Down Syndrome require special assistance and a firm disciplinary approach to achieve improved emotional regulation, as evidenced by a reduction in aggresive impulses and an increase in academic instruction compliance, such as the ability to sit quietly and complete assigned tasks.