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0.817
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All Journal QISTINA: Jurnal Multidisiplin Indonesia International Journal of Religion Education and Law
Kushwaha, Ravindra Kumar
Unknown Affiliation
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Social Sciences

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 1 
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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Ahmad, Sarfaraz Yadav, Mukesh Kumar