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All Journal Journal of ICSAR Indonesian Journal of Adult and Community Education (IJACE) Proceeding of International Conference on Special Education in South East Asia Region
Ridwan, Prinanda Gustarina
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Optimization of Link & Match in the Instructional Design Process for Students with Intellectual Disability Effendi, Zulfa Rahmah; Septiana, Fajar Indra; Ridwan, Prinanda Gustarina; Mastiani, Emay; Sudiarsa, Andri
Proceeding of International Conference on Special Education in South East Asia Region Vol. 1 No. 1 (2022): Technology and Education for Student with Special Needs
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v1i1.32

Abstract

Teaching materials that are prepared based on the actual conditions of students are one aspect that needs to be underlined so that students can actively participate in learning. This research took place at SLB ABC YPLAB Lembang, West Bandung Regency, and aims to produce teaching materials that are student center for students with intellectual disabilities in early grades. The focus of this research is on the adjustment stage between student profiles and curriculum content, where the link & match process between student assessment results and the curriculum becomes the basis for the instructional design process. The method used in this research is qualitative descriptive. There are four stages carried out, encompass initial assessment of basic abilities, reviewing curriculum content, matching student profiles with the curriculum, curriculum modification, and preparation of teaching materials. The results of this study are teaching materials that are student center to accommodate the conditions, potential, and learning characteristics of students with intellectual disabilities.
Rapid Automatic Naming (RAN) - Based Reading Intervention for Children with Learning Disabilities Novianti, Ranti; Nadiyah, Salma; Pratama, Azhar; Santoso, Yoga Budhi; Mustika, Argiasri; Ridwan, Prinanda Gustarina
Journal of ICSAR Vol 8, No 1 (2024): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i1p96

Abstract

In addition to phonology, the cause of reading problems in children with difficulty learning to read can occur due to obstacles in Rapid Automatic Naming (RAN). The purpose of this study is to develop a reading intervention program based on Rapid Automatic Naming for children with reading difficulties. This study uses a qualitative research approach with the method applied in this study is a qualitative descriptive method. A reading intervention program based on Rapid Automatic Naming (RAN) for children with learning difficulties to read that can be used by teachers, parents or those in need in order to help children with learning difficulties in reading. The result of this research is the Rapid Automatic Naming (RAN) based Reading Intervention program.
Learning Strategies Through Babbling Techniques to Improve Language Comprehension Ability in Deaf Children at YPLAB SLB Lembang West Java Ridwan, Prinanda Gustarina; Novianti, Ranti; Koestieni, Eny
Journal of ICSAR Vol 7, No 2 (2023): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i22023p212

Abstract

Language is a symbol of the referee sound used by members of social groups to work together, communicate, and identify themselves. The main function of language is as a means of communication between humans. With language will facilitate communication between individuals. This is not owned by deaf children. They have difficulty in language skills, especially in abstract understanding. So that deaf children must be given optimal educational services. Based on the language development of deaf children it stops in the groping or babbling phase so that their language experience is very limited. As a result, they have difficulty understanding language and communicating less than optimally. The language in question is the ability of deaf children to understand receptive and expressive language. For this reason, learning strategies are needed to improve language comprehension skills with palpation techniques. The babbling technique is an alternative in this learning because the syllable repetition technique makes deaf children able to think, combine letters into word structures. So that children can understand the word well. This research is based on the barriers of deaf children in understanding language, so a learning strategy is made with the results of field needs analysis. The method used uses research and development (R&D). The results of the field data show that learning strategies using babbling techniques can improve the ability of deaf children to understand language. This can be seen from the increase in the ability of deaf children to recognize syllables, words and being able to understand stories before and after being given learning through the babbling technique. Therefore, through appropriate learning strategies, they can develop their potential comprehensively.
The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education Astuti, Eka Yuli; Ratnawulan, Teti; Santoso, Yoga Budhi; Pertiwi, Dwi Endah; Ridwan, Prinanda Gustarina; Effendi, Zulfa Rahmah
Journal of ICSAR Vol 7, No 1 (2023): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i12023p171

Abstract

Online learning has been running in Indonesian universities due to the COVID-19 outbreak. Online learning has become a challenge to both parties, lecturers, and students with special needs. The use of several online platforms for learning has not provided accessibility for students who are blind and deaf. To pursue friendly learning in inclusive classrooms for blind and deaf students, then we need a facility that supports learning for blind and deaf students. The purpose of the study is to develop a learning model that can be used for online learning using an interactive website. The interactive Web-Based Learning Model is an innovative learning model which is designed for special needs students to access online learning more effectively. The procedure used in this interactive web-based learning model is that every blind and deaf student can access learning through various devices connected to their cell phone or laptop to make the learning process two-way and effective. The research was conducted using the research & development method which consists of the stages of producing a model product and then validating and testing the model. The result of this study is an online learning model using a website that can present learning material from lecturers in the form of pages that all the menus can be read directly by blind students through a screen reader on their devices (user friendly) and they can send assignments via voice note options. The website is equipped with videos accompanied by subtitles so that it has accessibility to deaf students. This model consists of the following stages: 1) Planning which includes needs analysis and content analysis, 2) The learning process through an interactive website containing structured learning material, interactive learning through video and discussion features, 3) Evaluation includes test and non-test in the form of process and result in analysis.
Sexual Stigma and Self-Actualization of Persons with Disabilities Santoso, Yoga Budhi; Tukimin, Sunardi; Rochyadi, Endang; Aprilia, Imas Diana; Juhanaini, Juhanaini; Wibowo, Setyo Wahyu; Fatimatuzzahra, Ana; Ridwan, Prinanda Gustarina; Rahma, Zulfa; Novianti, Ranti
Journal of ICSAR Vol 9, No 1 (2025): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v9i1p9

Abstract

This study aims to examine the stigma experienced by persons with disabilities, focusing on physical and sexual stigma and its relationship with self-actualization. Using a qualitative approach, the study involved 11 individuals with disabilities aged 20–31 years from various regions in Indonesia. Data were collected through questionnaires addressing sources and forms of stigma, as well as participants’ perceptions of their ability to achieve self-actualization, particularly in romantic and sexual relationships. Findings indicate that more than half of the respondents experienced stigma related to their physical condition, especially from family and neighborhood environments. Sexual stigma was less prevalent, with only a quarter of participants reporting such experiences, likely due to the cultural taboo surrounding sexuality in Indonesia. Notably, male participants were more likely to face stigma from family members, while females encountered it more in social settings. Despite facing stigma, the majority of respondents maintained a positive belief in their ability to form fulfilling relationships and achieve self-actualization. Only one respondent expressed doubt about finding a suitable partner. These findings suggest that while stigma remains a persistent issue, it does not uniformly hinder self-actualization, as individual resilience, religious beliefs, and social support play moderating roles. Further research with a larger and more diverse population is needed to better understand how stigma impacts individuals with disabilities across different cultural and social contexts.
Realizing an Inclusive Campus: A Systematic Review of Support, Readiness, and Challenges in Providing Services for Students with Disabilities Qurrotullain, Aini; Ridwan, Prinanda Gustarina; Effendi, Zulfa Rahmah
Indonesian Journal of Adult and Community Education Vol 7, No 1 (2025): in progress
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijace.v7i1.85811

Abstract

This study aims to explore the types of services available for students with disabilities in higher education, analyze the factors influencing institutional readiness, and identify the major challenges faced by universities in providing these services. The research employs a Systematic Literature Review (SLR) method based on PRISMA guidelines, analyzing 20 empirical articles published between 2020–2025 from five leading academic databases. The findings reveal that universities have provided various services, including academic support, assistive technology, physical accommodations, and socio-emotional assistance. However, the implementation of these services remains highly dependent on institutional policies, human resource capacity, infrastructure, and inclusive campus culture. Major challenges include insufficient staff training, limited access to assistive tools, administrative bureaucracy, and persistent social stigma against disability. The implications of this study highlight the potential of its findings as a strategic basis for formulating or strengthening inclusion policies at the higher education level. Moreover, it underscores the urgency of continuous professional development for academic and administrative staff in adopting inclusive teaching strategies responsive to the diverse needs of students. Additionally, the high level of stigma and resistance within campuses suggests the need for institutional cultural transformation through sustained educational and advocacy programs.
Co-Authors Dwi Endah Pertiwi Eka Yuli Astuti Emay Mastiani Endang Rochyadi, Endang Fatimatuzzahra, Ana Imas Diana Aprilia Juhanaini, Juhanaini Koestieni, Eny Mustika, Argiasri Nadiyah, Salma Pratama, Azhar Qurrotullain, Aini Rahma, Zulfa Ranti Novianti Santoso, Yoga Budhi Sudiarsa, Andri Teti Ratnawulan Tukimin, Sunardi Wibowo, Setyo Wahyu Zulfa Rahmah Effendi