Implementasi Pedagogi Berbasis Sensori untuk Optimalisasi Regulasi Emosi Anak spektrum Autisme Disorder di SD negeri dan SDLB

Abstract

This study aims to describe the implementation of sensory-based pedagogy in optimizing emotional regulation among children with Autism Spectrum Disorder (ASD) in two educational contexts: public inclusive elementary schools and special schools (SDLB). The research employed a descriptive qualitative approach involving four students with ASD, four teachers (class teachers, special education teachers, and SDLB teachers), and two parents. Data were collected through in-depth interviews, observations of sensory-based learning activities, and documentation of students’ behavioral portfolios. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the implementation of sensory-based pedagogy in public elementary schools is simple, unstructured, and inconsistent due to limited facilities and classroom environments that tend to be noisy. In contrast, SDLB implements a more structured sensory program through daily sensory diets, dedicated sensory rooms, and the integration of sensory activities into Indonesian language learning. Sensory pedagogy contributes positively to students’ emotional regulation, as demonstrated by decreased frequency of meltdowns, improved focus, and the ability to regain calm after overstimulation. Overall, sensory-based pedagogy is effective in supporting emotional stability in children with ASD; however, optimal implementation is strongly influenced by teacher readiness, availability of sensory facilities, and the overall learning environment. This study highlights the importance of strengthening the competencies of general education teachers and providing sensory-friendly learning environments to enhance adaptive inclusive education services.