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Children with intellectual disabilities experience limitations in intellectual functioning and adaptive abilities, which impact their independence in daily activities, including buttoning clothes. This skill requires fine motor coordination, concentration, and a proper understanding of task sequences. This case study aims to determine the effectiveness of button board play therapy in improving fine motor skills in children with intellectual disabilities. The method used was descriptive with a case study approach involving two children with moderate intellectual disabilities aged 8 and 9 years at SLB Bhakti Luhur Maumere. Data were collected through interviews, observations, and documentation. The intervention consisted of button board play therapy conducted for 6 days, with a duration of 15–30 minutes per day, implemented gradually and repeatedly. The results showed that before the intervention, both children were unable to button their clothes independently. After the intervention, there was an improvement in their ability, as the children began to button some buttons (2–3 buttons) with better motor coordination, although they still required assistance and supervision. In conclusion, button board play therapy is effective in gradually improving fine motor skills and independence in children with intellectual disabilities. It is recommended that the intervention be carried out consistently and involve parents to achieve optimal results.

Students with deaf disabilities often have difficulty understanding verbal instruction, but have significant advantages in visual and motor aspects. This service activity aims to apply multisensory methods through Suminagashi craft art training (cloth marbling) to improve students' fine motor skills and creativity at SLB B Yakut Purwokerto. The implementation method uses a descriptive qualitative approach with a "see-learn-do" strategy involving 20 high school students. The learning process integrates visual stimulation through structured demonstrations and tactile stimulation through the exploration of material textures. The results of the activity showed that the multisensory approach was effective in bridging the barriers of deaf students with disabilities in communicating due to hearing limitations. Students demonstrate a high level of visual focus and are able to replicate marble motif making techniques with precision without relying on complex verbal explanations. The combination of cue instructions and direct touch experiences has been proven to minimize miscommunication and improve understanding of abstract concepts of the material. This activity recommends the use of visual-tactile strategies as an adaptive inclusive learning method to support the vocational independence of deaf people.          

Children with special needs require specialized educational services that accommodate their diverse learning characteristics, and digital-based media offers flexible and adaptive learning opportunities tailored to individual abilities. The digital learning media “Voca Poly” was developed to provide education and practical skills training for blind and physically disabled children, particularly in strengthening knowledge and cooking skills to support independent living. This community service program was implemented through three main stages: preparation, implementation, and evaluation. The preparation stage involved needs assessment, media design, and coordination with partner institutions. The implementation stage included interactive learning sessions using the Voca Poly educational game, focusing on food security concepts through English vocabulary from planting to food processing. The evaluation stage assessed participants’ understanding, engagement, and skill improvement. The results showed increased knowledge of cooking concepts and improved practical skills among participants. Moreover, the game-based approach successfully fostered enthusiasm, motivation, and active participation among visually impaired and physically disabled children.

This study addresses the problem of how the implementation of HOTS-based Android gamification influences the higher-order thinking skills of students with ADHD, a group that often faces challenges in traditional learning environments. A quantitative experimental research design was applied, involving 26 students with ADHD from four special needs schools (SLBs) in West Kalimantan. The intervention included HOTS-oriented Android gamified learning, and students' performance was measured using pre-tests and post-tests based on HOTS-level questions. The average pre-test score was 23.72, while the post-test score increased to 53.21. A paired sample t-test showed a significant improvement (t = 8.688 > t_table = 1.708, at a 5% significance level). However, only 57.69% of students met the minimum mastery criteria (KKM = 67), indicating that 15 out of 26 students achieved the expected learning standard. The implementation of HOTS-based Android gamification significantly improved the higher-order thinking skills of students with ADHD. Nonetheless, the overall results, based on average scores and classical completeness, indicate that many students still did not reach the expected level of mastery. Further enhancements in instructional design may be necessary to optimize outcomes for this group of learners.