Abstract:
The basic aspect that must be mastered by children with intellectual
disabilities before mastering other self-development skills is doing toilet training
independently. Learning for children with intellectual disabilities in carrying out toilet
training activities requires a separate technique and needs to pay attention to the factors
that support the success of the program. This study aims to describe the associated
factors that support toilet training for children with intellectual disabilities. This study
uses a qualitative approach with a type of literature review research that seeks to
describe the related factors that support toilet training for children with intellectual
disabilities. This literature review was conducted from August to December 2022 using
PRISMA. The authors conducted searches in online databases with large repositories of
academic studies and fully accessible by the authors. The results showed that: (1) the
toilet training program was made based on the results of an assessment containing the
abilities, needs, and potential of children with intellectual disabilities, (2) knowledge
and intervention skills possessed by parents provide a great opportunity for successful
toilet training for children , and (3) there is collaboration between parents and teachers
regarding the implementation of toilet training. The success of toilet training for
children with intellectual disabilities is influenced by many factors so that the toilet
training process requires intensive assistance, especially for parents.
