1st ICILEES 2024 (Internasional Conference on Islamic Law,Economic and Education Studie.
Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
e-ISSN: 2775-4200.
p-ISSN: 2580-8028.
Hal 84-101 Entrepreneurial and supporting Skill for parents and down Syndrome students for brighter future Lili MusyafaAoah .
Yudha Prasetyawan2.
Herliana Ersa Nurisanti3.
Salwa Puspitasari4 Sekolah Tinggi Ilmu Bahasa Arab dan Dakwah Masjid Agung Sunan Ampel Surabaya.
Indonesia Departemen Teknik Sistem dan Industri.
Institut Teknologi Sepuluh Nopember.
Surabaya.
Indonesia Fakultas Sains dan Teknologi.
Universitas Islam Negeri Sunan Ampel Surabaya.
Indonesia Korespondensi penulis: lili.
musyafaah@stibada.
id ,prasetyawanyudha83@gmail.
herherlianaer@gmail.
com, salwaps15@gmail.
Abstract.
This research focuses on developing entrepreneurial skills for people with Down Syndrome through the active role of three main parties, namely Parents.
Academics, and Government.
The main objective of this research is to provide recommendations for activities that can be carried out by APG in supporting and encouraging entrepreneurship among Down Syndrome students.
In addition, this research also aims to produce a mechanism for involving external parties as observers and stakeholders who also understand the characteristics and needs of Down Syndrome Using the Delphi method, this research identifies the most important entrepreneurial skills for Down Syndrome students and recommends a sequence of cultivating habits that can develop these skills.
A gap analysis between the skills possessed by Down Syndrome students and parents and the skills needed in the future was also conducted.
The results of this study categorized these skills into six main areas:
Independent Living Needs.
Parental Role.
Discipline and Responsibility.
Economic Understanding.
Practical Experience, and Training.
The recommendations formulated include 5 steps to develop entrepreneurial skills for people with Down Syndrome according to age levels.
Through the implementation of these recommendations, it is expected that people with Down Syndrome can gradually acquire the entrepreneurial skills needed to achieve independence and success.
This research provides comprehensive guidance for stakeholders, including parents, educators, and service providers, in developing effective programs and interventions to support the entrepreneurial potential of people with Down Syndrome.
Keywords: Entrepreneurial Skill, supporting Skill, down syndrome parents, down Syndrome students, brighter future * Lili MusyafaAoah, lili.
musyafaah@stibada.
RESEARCH BACKGROUND
Disability has various classifications, including Down Syndrome, which is classified as an intellectual disability.
According to World Health Organization (WHO) estimates, there are around 8 million people with Down Syndrome worldwide.
With an estimated incidence of 1:1,000 per birth, around 3,000 to 5,000 babies are born with the condition every year.
Based on Basic Health Research from 2010 to 2018.
Down Syndrome cases in Indonesia tend to increase.
The latest research in 2018 showed that children aged 24 to 59 months had a disability from birth of 0.
41 percent, with Down Syndrome contributing the largest disability of 0.
21 percent of a total of 57,361 children.
Life independence is the main goal for individuals with Down Syndrome.
Independent work through self-employment is becoming an increasingly relevant option in the face of dynamic global economic challenges.
Self-employment offers flexibility and opportunities for individuals to develop their potential and create new jobs.
In the context of disability, including Down Syndrome, entrepreneurship can be an important means to achieve financial and social independence.
One pathway to achieving such independence is through the development of entrepreneurial skills.
Entrepreneurship can provide opportunities for them to create jobs for themselves, while contributing productively to society.
Entrepreneurial skills, such as creativity, problem-solving and self-management, can be trained and developed early on through training programs provided in educational and family settings.
With this research, we hope that parents, academics and the government can make and implement recommendations to support entrepreneurship of people with disabilities.
This research aims to provide recommendations for activities or activities that can be carried out by the three main parties, namely Parents.
Academics, and the Government, in an effort to support and encourage entrepreneurship among students with Down Syndrome disabilities.
In addition, this research aims to produce a mechanism or model for the involvement of external parties, other than ABG, as observers and stakeholders who also understand the characteristics and needs of Down Syndrome students.
This research will also map the curriculum and learning processes related to entrepreneurial skills that can be applied in special education institutions, such as Down Syndrome Schools (DSS), to support the formation of entrepreneurial abilities in students.
Through 85 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
Entrepreneurial and supporting Skill for parents and down Syndrome students for brighter future this research, it is hoped that conclusions can be drawn in the form of identifying the most important entrepreneurial skills for Down Syndrome students, as well as recommending a sequence of planting habits that can develop these entrepreneurial skills.
Through the recommendations and findings from this research, it is hoped that special education institutions for Down Syndrome students can be helped in developing lesson plans that focus more on developing entrepreneurial skills, so that students can be equipped with the ability to live independently after completing education at DSS.
METHODS
Literature Review The exploration of the topics discussed in this paper was conducted through a literature review.
This review uses relevant sources such as journals, government websites, and official institutions that discuss Down Syndrome, educational institutions for Down Syndrome, entrepreneurial skills, policies implemented related to Down Syndrome, as well as curricula implemented in special institutions for Down Syndrome.
Observatio The observation process is carried out to find out the current situation of students with Down syndrome and the specialized institutions that handle them.
The purpose of this observation is to help design or plan the visiting session, by assessing or understanding the current situation.
Gap Analysis A gap analysis was conducted by comparing the supporting skills possessed by Down Syndrome students and parents with the entrepreneurial skills and abilities that Down Syndrome students are expected to have in the future.
For example, in one of the institutions observed, a comparison was made between the entrepreneurial skills currently taught by parents and the skills offered by other institutions that provide similar training.
In addition, the gap analysis also included a comparison of the effectiveness of teaching and coaching at the observed Down Syndrome education institutions with the supporting skills provided by parents.
The purpose of this analysis is to determine the extent to which such differences affect the development of Down Syndrome children in mastering entrepreneurial skills.
86 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
Competency Mapping Competency mapping is carried out to identify and formulate the elements needed in developing entrepreneurial skills in Down Syndrome students.
Entrepreneurial competence does not only include technical skills, but also related to the formation of habits that can support entrepreneurial readiness.
To conduct this competency mapping, several methods are used, including Focus Group Discussion (FGD) to facilitate validation of results related to the relationship between the skills and behaviors needed.
In addition, a survey method was used, in which instructors were asked to fill in the correlation between entrepreneurial skills and habits that can be instilled.
Furthermore, the Delphi method was also utilized, by utilizing questionnaires and FGDs with experts in related fields, carried out in several rounds until the final result was found in the form of the most appropriate order of instilling entrepreneurial skills for Down Syndrome Giving Recommendations Handling and fostering Down Syndrome students cannot be the sole responsibility of the family, especially parents.
The existence of Down Syndrome students is a constitutional mandate that requires assistance and support from the state.
The most effective policy to support the development of entrepreneurial skills in Down Syndrome students is a policy that involves various elements of society, not only limited to schools and families, but also includes government, students, parents, surrounding communities, and the business world.
Activities do not have to start from scratch, but can build on the efforts that each element has made previously.
The most important thing is to determine the indicators of success, the resources used, and the coordination of implementation.
The simplest indicator is the number of Down Syndrome students who can be mentored, while the highest indicator involves evaluating the entrepreneurial skills of each Down Syndrome The diversity in students makes the required activities vary.
Quality equity can be achieved through agreement in setting threshold values, which will be the benchmark for the success of a program.
87 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
Entrepreneurial and supporting Skill for parents and down Syndrome students for brighter future Coordination, evaluation, and planning of future activities must be carried out on an ongoing basis to anticipate an increase in public awareness of the importance of assisting Down Syndrome students and increasing their potential.
These policy recommendations include steps that can be taken by stakeholders to support entrepreneurship in people with Down Syndrome, both when they are still students with entrepreneurial skills that are still being fostered, and when they are already directly involved in the entrepreneurial world to live independently.
RESULT
Results of visiting sessions The visit session was held to be able to find out the condition of Down syndrome students and at what level they are related to entrepreneurial skills.
In this study, the results of the first visit session will see how DS students explore ideas, as well as the results of the second visit which identify what entrepreneurial skills the students have according to their respective levels.
Results of the 1st visit session Visiting session 1 is a visiting session that aims to find out how the ability of DS students to explore new ideas by using media in the form of lego.
Assessment of the visiting session is carried out using predetermined assessment indicators.
From the results of the first visit session, it can be seen that from the interaction both at the beginning and during the session, the score of the majority of students was quite low because most students preferred to observe and confirm what the teachers did and asked.
Then, in making ship products, many students can make objects similar to ships when compiling lego, although some are still assisted by their companions.
When explaining what kind of ship was made, how to make it, and who would board the ship that was made, still needed verbal prompts for most students.
Even so, there are still some students who take the initiative to convey their thoughts.
Results of the 2nd visit session The second visit session was conducted by identifying the entrepreneurial skills of the students according to their respective levels.
This level is influenced by the length of 88 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
their schooling in the DSS, which affects the frequency and duration of habituation and learning that has been carried out in the DSS.
The assessment is carried out using predetermined assessment indicators.
From the results of the second visit, it can be concluded that level 1 students still need both time and frequency to practice and get used to using the entrepreneurial skills that have been identified previously.
In terms of greeting, interacting, and understanding the instructions given, level 1 students have been able to do better than their entrepreneurial skills.
This may be because students have been accustomed to doing this when studying at DSS QIS.
In terms of greeting, interacting, and understanding the instructions given, level 2 students can do it better than their entrepreneurial skills.
And it was also found that entrepreneurial skills in level 2 students had better results than in level 1 students.
This could be due to the factor of duration and frequency, where level 2 students had been in school longer so that DS students had been educated and given habitual cultivation with more frequency over a longer duration by teachers.
Skill Vs Behavior In this section, the identification of entrepreneurial skills is carried out and the grouping of skills that have similar characteristics into several skill groups.
After identifying several skills that can support the formation of entrepreneurial skills, an exploration of what behaviors can support entrepreneurial skills is carried out.
Table 5 The Behaviors to Support Disable Person's Entrepreneur Skills No.
Behaviors No.
Behaviors No.
Behaviors Accustomed communicating orally and in writing Can design the right strategy for a problem Say hello when you come and go .
Listening Tolerance Discipline in maintaining tidiness and cleanliness Understanding context of reading and14 Can complete tasks on Discipline wake up early and sleep on time Organized by place15 Can accept criticism 26 Work-life balance .
ctivity 89 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
Entrepreneurial and supporting Skill for parents and down Syndrome students for brighter future Have good and suggestions given Have the ability to27 adapt well Exercise regularly .
ven if it's light but done regularl.
Can identify what needs to be developed28 from the efforts that have been made Can do branding well .
an start from self-branding, simple product brandin.
Can think critically Become an active Good problemsolving skills Good attitude social life Efficiently available time Have good leadership 20 Trying the best for the31 various tasks done Tenacious Good Spread energy for those around you Ability to read data owned Good Say hello to others Ability to conclude the data person on Creative thinking Good literacy From the results of Table 2 and Table 5.
FGD was held which aims to determine the relationship between skill groups and behaviors that can form these skills.
From the table, educational institutions that support learning for DS students can consider recommendations for inculcating relevant habits in building entrepreneurial skills for DS Table 6 Results of Skills Versus Behaviors Entrepreneurial Grouped Skills Skill Behavior Accustomed to communicating orally and in writing Listening to other people Understanding the context of reading and conversation Good attitude in social life Social Open- Skills.
Can accept criticism and suggestions given Trying the best for the various tasks done 90 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
Empathy Sincerity Spread positive energy for those around you Say hello to others Say hello when you come and go .
Can do branding well .
an start from self-branding, simple product brandin.
Good literacy Organized by place and time Have good self-confidence Good time management Creativity.
Passion.
Innovation.
Collaboration Have the ability to adapt well Personal Spread positive energy for those around you Actualization Work-life balance .
ctivity patter.
Can do branding well .
an start from self-branding, simple product brandin.
Creative thinking Good literacy Listening to other people Have good self-confidence Can think critically Risk-taking.
Knowledge Decision Making Good problem-solving skills Have good leadership Can design the right strategy for a problem Can accept criticism and suggestions given Good literacy Accustomed to communicating orally and in writing Listening to other people Organized by place and time Good attitude in social life Have good leadership Good time management Good emotion management Can design the right strategy for a problem Tolerance of high pressure 91 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
Entrepreneurial and supporting Skill for parents and down Syndrome students for brighter future Professionality Planning Can complete tasks on time Can accept criticism and suggestions given Never Give Up,Work ethics Flexibility Have the ability to adapt well Can identify what needs to be developed from the efforts that have been made Efficiently fill available time Trying the best for the various tasks done Say hello to others Say hello when you come and go Discipline in maintaining tidiness and cleanliness Work-life balance .
ctivity patter.
Can do branding well .
an start from self-branding, simple product brandin.
Table 6 consists of 3 columns, which consist of entrepreneurial skills, skill groups from entrepreneurial skills, and habits that can form these skill groups.
Delphi Form and Its Result To find out the sequence of entrepreneurial skills that need to be implanted and honed in the learning curriculum, the Delphi method is used which involves several experts in the relevant field in providing validation to the results of filling out the Delphi In the Delphi form, the results of the answers to entrepreneurial skills are weighted if it is related to each given question.
Table 7 Delphi Form Questions KodeNo.
Context Questions ES1 1 Good idea delivery Have ideas or ideas and can convey them well verbally ES2 2 Good Good communication skills that entrepreneurial activities undertaken.
ES3 3 Have broad insight Have broad insight or at least have basic knowledge related to aspects that will be carried out in the company .
arketing, accounting, product planning, product design, and so o.
92 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
ES4 4 Good productCarry out detailed bookkeeping that can assist in determining product prices that are appropriate and can be reached by target consumers.
ES5 5 Product pricingSetting the price of the product following the capabilities of the target market.
ES6 6 Understanding dataUnderstanding the data so that you can get an idea of what the current conditions are like.
ES7 7 Understanding Understanding of market dynamics and competition in market competition entrepreneurship.
ES8 8 Accepting othersAble to accept criticism and suggestions aimed at selfsuggestions evaluation .
ompany or products produce.
and sustainability efforts.
ES9 9 Have a backup plan Have a backup plan to deal with emerging problems and dynamics in entrepreneurship ES10 10 Problems solvingDeliberation in solving problems at hand.
ES11 11 Good experiencesDiscuss and share experiences with other people in the same field or with people in different fields.
ES12 12 Good selfNever give up, especially when in the early phase of starting a business and when problems occur.
ES13 13 Accurate businessConsistency in terms of accuracy in various aspects, both the core business and company support .
ookkeeping, planning, and so o.
ES14 14 Quality requirementPrioritizing the quality of products and services that will be accepted by customers under any conditions.
ES15 15 Understanding Matching the tastes of potential consumers regards to the customer behavior accuracy of the target to be addressed .
xample: women are identical to pink and men are identical to blu.
ES16 16 Product Strive for continuous product improvement so that the improvement abilitybusiness carried out and the products produced can continue to exist in the market.
ES17 17 Good technologyAble to use technology that can support the business carried out both related to core business and company support so that it can run sustainably .
t least on a modest leve.
ES18 18 Have artistic skills Have artistic skills that can assist in product design and product marketing using the help of mass media and auxiliary media such as advertisements, posters, brochures, banners, and others.
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Entrepreneurial and supporting Skill for parents and down Syndrome students for brighter future ES19 19 Persuasive Have persuasive communication skills so that they can lead the market to become consumers or customers of the company's products or services.
ES20 20 Market changesThe ability to adapt in keeping up with the times can help in knowing the latest market preferences in various aspects .
g aspects of media use, language, consumer needs, and so Kode No.
Context Questions SS1 1 Others wants curiosity Compared to other group members.
I usually SS2 2 Having SS3 3 Having self satisficationI am happy when people SS4 4 Timwork buildingIf communication between group members breaks down to the point that they can no longer work together.
I usually SS5 5 Worst conditionAlthough all group members agreed that our program/project leader - who was not from our group - was a lazy and incapable person, we were forced by circumstances to accept it and had to do our best.
In such a situation.
I SS6 6 Conclict situationWhen there is a major conflict within the group.
I usually SS7 7 Good self placing SS8 8 Deal with desparation I repeatedly encounter the same failures and problems SS9 9 Deal with anxiousity SS10 10 Copping SS11 11 Good self confindence When my group is faced with very urgent and complicated demands.
I am usually seen as the one who SS12 12 Showing self ability Sometimes I have to make an effort so that I'm not seen as someone who is SS13 13 Hardworking Compared to other people working with me on a program/project.
I am usually SS14 14 Problem solvingWhen I'm in trouble with other people.
I usually SS15 15 Good self antusiasm personalSometimes.
I make others see me as a person who Rank the statements that "best reflect who you are in your relationships with others" .
to those that "least reflect who you are in your relationships with others" .
If I were to identify what I'm worried about.
I'm most afraid of being gripped in a deep selfIf I don't get what I want from others In general, people see me as someone who 94 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
SS16 16
Deal with differences If I get a lot of criticism and demands in a meeting.
I SS17 17
Awereness SS18 18 Understanding opinionWhen I have a different opinion with others.
I usually SS19 19 Leadership Leadership is something that SS20 20 Copping with stress When I experience pressure and stress.
I tend to be aboutWhen a program/project that requires collaboration with other departments goes badly, some people may view me as someone who is Table 8 Results of Delphi Round 1
Questio 1
10 11 12 13 14 15 16 17 18 19 20
Mean
2,5 1,7 3,2 2,7 1,7 2,2 2,2 2,2 2,5 3,0 2,2 2,5 2,7 2,0 2,7 2,7 1,7 2,0 2,7 3,0
Standard Deviatio 1,2 0,9 0,5 1,2 0,9 0,9 1,5 1,5 0,5 0,8 1,5 1,2 1,2 0,8 0,9 1,2 0,9 0,8 0,9 1,4 Table 8 is a recap of the results of the Delphi form round 1.
The results of points on entrepreneurial skills that are automatically generated from the weighting formula that have been formulated previously are then presented in the FGD session.
From these results, it is obtained that it does not reach the consensus yet .
aused by the standard deviatio.
, then it should be proceed to round 2.
Table 9 Results of Delphi Round 2
Questio 1
Mean
10 11 12 13 14 15 16 17 18 19 20
3,5 3,2 3,2 3,0 3,0 2,2 2,7 2,5 3,7 3,5 3,2 2,5 3,0 3,7 2,5 3,2 2,7 3,0 3,5 3,0
0 5 5 0 0 5 5 0 5 0 5 0 0 5 0 5 5 0 0 0
95 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
Entrepreneurial and supporting Skill for parents and down Syndrome students for brighter future Standard
Deviatio 1,0 0,5 0,9 1,1 1,1 0,5 0,9 0,5 0,5 0,5 0,9 0,5 1,1 0,5 0,5 0,9 0,5 1,1 1,0 1,1 0 0 6 5 5 0 6 8 0 8 6 8 5 0 8 6 0 5 0 5
Table 10 Results of Delphi Round 3
Questio 1
Mean
10 11 12 13 14 15 16 17 18 19 20
3,7 3,0 3,2 3,2 3,5 3,5 3,5 3,2 3,7 3,2 3,7 3,2 3,2 3,2 3,2 3,5 3,7 3,0 3,5 4,0
5 0 5 5 0 0 0 5 5 5 5 5 5 5 5 0 5 0 0 0
Questio 1
10 11 12 13 14 15 16 17 18 19 20
Standard Deviatio 0,5 0,0 0,5 0,5 0,5 0,5 0,5 0,5 0,5 0,5 0,5 0,5 0,5 0,5 0,5 0,5 0,5 0,0 0,5 0,0 0 0 0 0 8 8 8 0 0 0 0 0 0 0 0 8 0 0 8 0 Table 10 is a recap of the results of the Delphi form round 3.
From these results, we can conclude that we are already reach the consensus .
e can see it from the standard deviation that is smalle.
From these results, the FGD session related to the Delphi method can be said to be quite appropriate and reach a mutual agreement.
This result can be processed into sequence of entrepreneurial skills to teach in Down Syndrome School (Table .
Table 11 Results of Entrepreneur Skill's Sequence of Planting in School
Sequenc Skill
Score Sequenc Skill
Score Sequenc Skill
Scor
Innovation 3,55 6
Knowledge 3,484 10
Flexibility Never Give3,55 7
Passion
3,482 11
Professionalit 3,41 RiskTaking Planning 3,47 12 Social Skills 3,389 Creativity 3,5 3,541 8 Collaboratio 3,425 13 Empathy 3,417 3,357 96 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
Open3,5 Table 12 Result of Parents with Special Needs Children Participants Type A Type B Type C Type D Calm Tense Calm Tense Calm Tense Calm Tense Average Variance Table 12 presents the results of observations of parents with children with special needs, grouped by type A.
C, and D.
Each type is analyzed based on their responses in Calm and Tense situations.
The data shows that each type of parent has a tendency to bring out four different traits in each support skill.
It can be seen that the results of the study of parents with children with special needs show a fairly consistent pattern.
On average, parents tended to have lower scores in type A .
and type B .
compared to type C .
and type D .
This indicates that parents with children with special needs have a tendency to be in a more tense state, both during calm situations and during stressful situations.
They did not show a significant difference between calm and tense situations, with almost the same mean score for type C .
and type D .
In addition, the variance data also showed relatively low values, especially in type D .
which reached 0.
This means that the responses of parents with children with special needs tend to be homogeneous and do not vary significantly among the participants.
Table 13 Result of Parents with Common Children Participants Type A Type B Type C Type D 97 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
Entrepreneurial and supporting Skill for parents and down Syndrome students for brighter future Calm Tense Calm Tense Calm Tense Calm Tense Average Variance From Table 13 it can be seen that the results of the study of parents with general children .
ot children with special need.
show a different pattern compared to parents with children with special needs.
On average, parents with general children show more varied scores among type A .
, type B .
, type C .
, and type D .
There was no consistent trend as seen in parents with children with special needs.
For example, in type A .
and type B .
, the average score of parents with typical children was the same, at 2.
Meanwhile, in type C .
and type D .
, their average scores also showed no significant difference, differing only by about 0.
5 points.
The variance data also showed a relatively higher value compared to parents with children with special needs.
This indicates that the responses of parents with general children tend to vary more among the participants.
Recommendation for Stakeholders Based on the analysis of entrepreneurial skills and other supporting skills needed by people with Down Syndrome, these skills can be categorized into six main areas:
Independent Living Needs.
Parental Role.
Discipline and Responsibility.
Economic Understanding.
Practical Experience, and Training.
To further direct the development of 98 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
these skills, five steps can be taken by stakeholders to develop entrepreneurial skills for people with Down Syndrome, tailored to their age level.
Figure 1 Entrepreneurship recommendations for people with Down Syndrome Figure 2 Recommendations for 5 Steps to Develop Entrepreneurial Skills for People with Down Syndrome CONCLUSION Based on the results presented, it can be concluded that there are differences in the results obtained between parents with children with special needs and parents with normal 99 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.
Entrepreneurial and supporting Skill for parents and down Syndrome students for brighter future For parents with children with special needs, on average they tend to be calmer .
ypes A and B) when facing situations without pressure, but become more tense .
ypes C and D) when facing situations with pressure.
This suggests that parents of children with special needs have a tendency to bring out four different traits in each of their support skills, depending on whether or not there is a pressure situation.
On the other hand, parents of normal children tend to have a more diverse pattern.
Not only do they display four different traits in each support skill, but they also show a tendency to be adaptive when there is no pressure, as well as a tendency to think when facing stressful situations.
This indicates that parents with normal children have greater flexibility in responding to various situations.
Overall, the results of this study suggest that parents of children with special needs and parents of normal children have different response patterns to situations with or without stress, which may affect their ability to manage and support their children.
The final recommendations are a mapping of entrepreneurial skills for people with Down syndrome and steps to build entrepreneurial skills based on their year level.
By following the recommendations, people with Down syndrome can gradually build the entrepreneurial skills needed to achieve independence and success
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101 | 1st ICILEES 2024 Theme-Inovations and Solution to share the Future of Basic Law,Economic and Education in The Era of Society 5.