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Neurodiversity Approaches and Autism (ASD): A Scoping Review Kushwaha, Ravindra Kumar
QISTINA: Jurnal Multidisiplin Indonesia Vol 2, No 2 (2023): December 2023
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v2i2.612

Neurodiversity is a movement that wants to make us think differently about autism. It disagrees with the idea that autism is a disease and instead sees it as a neurological difference: a person who thinks and feels the world in a different way. This article talks about the ideas behind the neurodiversity approaches to autism spectrum disorder (ASD), as well as the conflicts that have come up around these approaches. For example, some people say that neurodiversity approaches only look at society and don't consider the role of individual traits in ASD. This study agrees with other research that both individual and social factors play a role in ASD. This article will be mostly about how to deal with neurodiversity. But even this use of "neurodiversity" is hard for ASD to define.

Digital Parenting among Students with Intellectual Disabilities: Challenges & Strategies Kushwaha, Ravindra Kumar; Yadav, Mukesh Kumar; Ahmad, Sarfaraz
International Journal of Religion Education and Law Vol 3, No 1 (2024): February 2024
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijrael.v3i1.1147

The rapid advancement of digital technology has significantly transformed various aspects of society, including education. In recent years, the integration of digital tools in educational settings has gained momentum, presenting both opportunities and challenges for students with intellectual disabilities. Digital parenting, which involves guiding and supporting children's use of digital devices and online resources, plays a crucial role in ensuring a safe and productive digital experience. This study aims to explore the challenges and strategies related to digital parenting among students with intellectual disabilities.

Parental Involvement in the Educational Transition of Students with Intellectual and Developmental Disabilities: From Secondary School to Vocational Pathways Kushwaha, Ravindra Kumar
International Journal of Religion Education and Law Vol 4, No 2 (2025): August 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijrael.v4i2.6257

The transition from secondary education to vocational pathways is a critical phase in the lives of students with Intellectual and Developmental Disabilities (IDD), demanding multi-level support systems to ensure successful outcomes. Among these, parental involvement stands out as a crucial determinant of effective and sustainable transition planning. This study explores the perceptions, experiences, and challenges faced by parents as they support their children with IDD through this educational and vocational shift. Drawing upon Bronfenbrenner’s Ecological Systems Theory and the framework of Family-Centered Transition Planning (FCTP), the research investigates individual, institutional, and systemic factors influencing parental engagement. It addresses four central questions: how parents perceive their roles and responsibilities, the barriers they encounter, the institutional mechanisms that facilitate or hinder involvement, and strategies for enhancing collaboration between families, schools, and vocational institutions. The study highlights that while policies like IDEA (U.S.) and the Rights of Persons with Disabilities Act (India) recognize the role of families, practical implementation remains inconsistent. Findings from existing literature underscore the need for improved communication, cultural responsiveness, and interagency coordination to empower parents effectively. Many parents feel unprepared, excluded, or overwhelmed, particularly in under-resourced or rural contexts. Conversely, when provided with clear information, respect, and opportunities for participation, they contribute meaningfully to the development of individualized transition plans (ITPs). This research calls for inclusive educational practices, enhanced teacher training, and policy reforms that recognize parents as equal partners. Strengthening parental involvement is essential not only for the empowerment of families but also for the long-term vocational success of students with IDD.

Parental Involvement in the Educational Transition of Students with Intellectual and Developmental Disabilities: From Secondary School to Vocational Pathways Kushwaha, Ravindra Kumar
International Journal of Religion Education and Law Vol 4, No 2 (2025): August 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijrael.v4i2.6257

The transition from secondary education to vocational pathways is a critical phase in the lives of students with Intellectual and Developmental Disabilities (IDD), demanding multi-level support systems to ensure successful outcomes. Among these, parental involvement stands out as a crucial determinant of effective and sustainable transition planning. This study explores the perceptions, experiences, and challenges faced by parents as they support their children with IDD through this educational and vocational shift. Drawing upon Bronfenbrenner’s Ecological Systems Theory and the framework of Family-Centered Transition Planning (FCTP), the research investigates individual, institutional, and systemic factors influencing parental engagement. It addresses four central questions: how parents perceive their roles and responsibilities, the barriers they encounter, the institutional mechanisms that facilitate or hinder involvement, and strategies for enhancing collaboration between families, schools, and vocational institutions. The study highlights that while policies like IDEA (U.S.) and the Rights of Persons with Disabilities Act (India) recognize the role of families, practical implementation remains inconsistent. Findings from existing literature underscore the need for improved communication, cultural responsiveness, and interagency coordination to empower parents effectively. Many parents feel unprepared, excluded, or overwhelmed, particularly in under-resourced or rural contexts. Conversely, when provided with clear information, respect, and opportunities for participation, they contribute meaningfully to the development of individualized transition plans (ITPs). This research calls for inclusive educational practices, enhanced teacher training, and policy reforms that recognize parents as equal partners. Strengthening parental involvement is essential not only for the empowerment of families but also for the long-term vocational success of students with IDD.

Assistive Technologies and Academic Engagement: Evidence from Mainstream Inclusive Schools Yadav, Mukesh Kumar; Singh, Anurag; Verma, Nancy; Kushwaha, Ravindra Kumar
International Journal of Religion Education and Law Vol 5, No 1 (2026): February 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijrael.v5i1.7998

The present study investigates the impact of assistive technologies (ATs) on academic engagement among students with disabilities in mainstream inclusive schools. Recognizing the increasing adoption of ATs as tools to enhance accessibility and participation, this research examines how these technologies influence behavioural, cognitive, and emotional engagement, alongside the role of institutional and pedagogical support. A quantitative descriptive–correlational design was employed, involving a sample of 35 students with diverse disabilities and five special subject teachers from inclusive schools in Kota. Data were collected using validated instruments, including an Assistive Technology Utilization Scale, a Student Academic Engagement Scale, and a Teacher Questionnaire. Descriptive analysis indicated moderate to high overall academic engagement, with cognitive engagement being the highest (M = 3.85). Correlation analysis revealed significant positive relationships between AT use and behavioural (r = .52, p .01), cognitive (r = .58, p .01), and emotional engagement (r = .46, p .05). Independent samples t-tests demonstrated that students who regularly used ATs exhibited significantly higher engagement than those with limited use. Multiple regression analysis further identified AT use (β = .49, p .01) and teacher training (β = .32, p .05) as significant predictors of academic engagement, highlighting the importance of supportive institutional environments. Findings suggest that ATs serve not only as access tools but also as facilitators of meaningful learning, autonomy, and social participation. The study underscores the need for strategic integration of ATs, teacher professional development, and institutional support to foster equitable and effective inclusive education.

Syādvāda and Artificial Intelligence: Exploring the Linkages Kushwaha, Ravindra Kumar
International Journal of Religion Education and Law Vol 5, No 1 (2026): February 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijrael.v5i1.7927

This paper delves into the potential synergies between Syādvāda, a core principle of Jain philosophy, and the ethical development of Artificial Intelligence (AI). Syādvāda, rooted in the concept of Anekāntavāda, asserts that reality is complex and that any statement or decision is only conditionally true, depending on the context and perspective. This philosophy offers a valuable framework for addressing some of the most pressing ethical challenges in AI, such as bias, transparency, and inclusivity. By incorporating the principles of Syādvāda, AI systems can be designed to recognize the multifaceted nature of truth, thereby allowing for more nuanced and balanced decision-making processes. The application of Syādvāda in AI development encourages the consideration of multiple perspectives, which can help mitigate biases inherent in data and algorithms. This approach also enhances the transparency of AI systems by promoting explainability and the presentation of various possible outcomes or decisions, each grounded in different perspectives. Furthermore, Syādvāda supports the creation of more inclusive AI technologies that are sensitive to the diverse cultural, social, and ethical contexts in which they operate. By fostering a more context-aware and ethically robust approach to AI, Syādvāda provides a philosophical foundation that aligns technological advancement with the broader goal of human well-being. The integration of Syādvāda’s principles into AI development can lead to systems that are not only more effective but also more equitable, trustworthy, and adaptable to the complexities of the modern world. As AI continues to evolve and become increasingly integrated into all aspects of life, the insights of Syādvāda offer a path toward more responsible and ethically sound AI technologies.

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