Getting through Transition Phase between Online and Offline Learning for Students with Disabilities in Artherapy Center Widyatama Bandung

Abstract

The COVID-19 pandemic has resulted in the closure of schools for almost two years. The pattern of changes in community activities, especially in the field of learning, forces students to adapt to the online life pattern where learning is conducted remotely. After getting used to online learning patterns, now along with the new normal era, schools are reopening, and learning systems are now switching to offline learning. Psychologically, the transition from offline to online and then switching back again from online to offline has an impact on the emergence of several changes that occur in children’s conditions, such as physical, social, and emotional. The transition from offline to online is even more difficult for students with disabilities because it can lead to mental health difficulties. The Art Therapy Center (ACT) Widyatama, as a special education institution for students with disabilities, must manage transition programs. How do students with disabilities deal with this transition period? How do transition programs help students with disabilities transition? This research uses a qualitative approach with a case study method. Data collection methods involving observation, interviews, and documentation. The results demonstrate that the program from ATC can support and assist students with disabilities in transitioning between online and offline learning.