Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal IAES International Journal of Artificial Intelligence (IJ-AI) International Journal of Public Health Science (IJPHS)
Johnson, Friggita
Unknown Affiliation
Computer Science & IT Engineering Health Professions

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Inclusion of children with autism in a mainstreamed school: a case study analysis Roy, Finita Glory; Johnson, Friggita
International Journal of Public Health Science (IJPHS) Vol 14, No 3: September 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijphs.v14i3.25217

Abstract

Inclusion of children with autism in mainstream schools is essential for fostering social integration and equitable education; however, significant challenges persist in implementation worldwide. This study investigates inclusion practices for children with autism in a mainstream school, focusing on barriers and enablers in creating an inclusive educational environment. Using a qualitative case study design, data were collected from 16 participants, including one principal, eight teachers, three special educators, and four parents, selected through purposive sampling. Semi-structured interviews, classroom observations, and analysis of school policies and documents provided comprehensive insights, analysed through thematic analysis with triangulation to ensure robustness. Findings revealed critical challenges, such as limited resources, inadequate teacher preparedness, and social stigma, while highlighting effective practices like individualized education plans (IEPs), peer mentoring, and collaborative approaches to IEP development. The study underscores the importance of policy reforms, targeted teacher training, and greater community involvement to support sustainable inclusion. These findings offer actionable recommendations for improving inclusive practices and creating supportive learning environments for children with autism, advancing the broader agenda of inclusive education.
Artificial intelligence for individuals with disabilities in higher education institutions: a systematic review Glory Roy, Finita; Johnson, Friggita
IAES International Journal of Artificial Intelligence (IJ-AI) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijai.v14.i6.pp4454-4460

Abstract

With the growing integration of artificial intelligence (AI) in education, its potential to support students with disabilities in higher education remains significant but underexplored. This systematic review synthesizes existing literature on AI's effectiveness, barriers, and implications for inclusive education. Using the sample, phenomenon of interest, design, evaluation, and research type (SPIDER) framework, studies published between 2013 and 2024 were identified through a systematic search in databases such as PubMed, Scopus, Embase, Cochrane Library, and Google Scholar. Eighteen studies met the inclusion criteria, focusing on higher education settings and students with disabilities. The findings emphasize AI's role in enhancing accessibility, personalizing learning experiences, and fostering inclusiveness. However, persistent challenges include technological barriers, ethical concerns, and insufficient training. While AI holds transformative potential to support students with disabilities in higher education, addressing infrastructure gaps and ethical and training deficiencies is crucial for sustainable implementation and equitable learning environments.
Co-Authors Glory Roy, Finita Roy, Finita Glory