A qualitative study of 15 Indonesian teachers and OTs found that students with developmental difficulties struggle not just academically but with self-care and religious routines. The structured identification process described likely reflects well-resourced private schools, not the broader system.
Participants identified two main themes: a holistic, multi-stakeholder approach to managing student activity problems, and the range of functional participation challenges students face at school.
Students with developmental difficulties faced restrictions not only in academic tasks but also in daily living activities such as buttoning a uniform and in religious routines including prayer, ablution, and Quran recitation.
The structured identification and support processes described by participants likely reflect the greater resources available in private schools on Java island, and may not transfer to under-resourced public schools.
Single-blind randomized controlled trial. Sixty-four participants were randomized across two intervention arms and assessed at twelve weeks for the primary outcome…
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