Teachers’ Readiness in Dealing with the Puberty Stage of Adolescents with Autism at SLB Negeri Surakarta

Abstract

This study aims to describe teachers’ readiness in facing the puberty period of autistic adolescents at SLB Negeri Surakarta. Puberty is an important developmental phase that brings various challenges, especially for adolescents with autism who often experience difficulties in understanding physical and emotional changes. This condition requires teachers to be well-prepared in providing proper guidance to help autistic adolescents navigate this stage successfully. This research employed a qualitative approach with a case study design. The subjects consisted of three autism classroom teachers as the main informants and other teachers as significant others. Data were collected through semi-structured interviews and documentation studies, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results indicate that teachers have a good level of individual readiness in facing the puberty phase of autistic adolescents. The readiness aspects include supportive physical conditions, mental readiness by creating a comfortable learning environment, and emotional readiness through patience and empathy. Teachers also demonstrate awareness, motives, and goals in providing guidance, supported by knowledge and teaching skills through individual approaches, simple communication, and visual media. Collaboration with parents, discussions with colleagues, and informal training also strengthen teacher readiness. In conclusion, teachers at SLB Negeri Surakarta show adequate readiness, although further training and knowledge enhancement are needed for optimal and sustainable puberty guidance for autistic adolescents.