Abstract:
Changes that have occurred in the education system and the implementation of learning due to the COVID-19 pandemic
have become a challenge for teachers, especially in learning for children with intellectual disabilities. The lack of collaboration
between teachers and families is an obstacle in home-based learning for children with intellectual disabilities. This study aimed
to describe the collaboration between teachers and families in maximizing the learning and development of children with
intellectual disabilities in home-based learning. This study used a qualitative approach with the type of literature review that seeks
to describe the importance of teacher and family collaboration in implementing self-development learning for children with
moderate intellectual disability. This systematic review was conducted from November 2014 to April 2015 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) Students need teachers who support, motivate and guide them, (2) families play a role in providing
full support to children because home-based learning requires independence, willingness to learn, commitment and effort, (3)
Collaboration is influenced by the belief in the importance of collaboration, systematic exchange of information, commitment
from both parties, and mutual concern for optimal learning and child development. Families have the primary responsibility
in the education of their children. The form of the role of the collaborative relationship between teachers and families greatly
determines children’s interest in learning, children’s discipline in the learning process and maximum learning outcomes.
