Teaching self-care skills to students with severe multiple disabilities

This research was conducted to analyze the teaching–learning process for self-care skills as the basic independence skills for students with severe multiple disabilities. This descriptive quantitative research involved 28 students in two schools for children with severe disabilities in Yogyakarta. Research data were collected through interviews, observation, and questionnaires distributed to teachers in charge of teaching students adaptive skills. The instrument used in this research was the Adaptive Behavior Assessment System-II (ABAS-II). The results of this research show that students’ self-care skills were regarded as poor, with an average of below 50%. Therefore, it is necessary that teachers improve their competence to be able to teach self-care skills appropriately to students with severe multiple disabilities.