Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
P-Index
This Author published in this journals
All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Herwan Saleh
Unknown Affiliation
Education Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
INCLUSIVE LANGUAGE AND SOCIAL REPRESENTATION OF PEOPLE WITH DISABILITIES IN THE EDUCATIONAL CURRICULUM: A LITERATURE REVIEW FROM A DISABILITY SOCIOLOGY PERSPECTIVE: BAHASA INKLUSIF DAN REPRESENTASI SOSIAL DIFABEL DALAM KURIKULUM PENDIDIKAN: TINJAUAN LITERATUR DARI PERSPEKTIF SOSIOLOGI DISABILITAS Budi Nurhamidin; Suyadi; Herwan Saleh; Oman Sukmana
SOSIOEDUKASI Vol 14 No 2 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.5717

Abstract

Education has a central role in shaping a social perspective on diversity, including people with disabilities. However, many educational curricula still present a biased and unempowering representation of people with disabilities. This study aims to examine the inclusive language and social representation of people with disabilities in curriculum documents using a sociology approach to disability. This study was carried out through a qualitative method with a systematic literature review approach. Data sources include scientific articles, academic books, research reports, and policy documents collected from databases such as Google Scholar, Scopus, and DOAJ. The data collection technique was carried out by literature selection based on the keywords of inclusive language. The analysis was carried out thematically and narratively, using the framework of the disability social model, the concept of ableism, and a critical theory approach. The results show that the educational curriculum is still dominated by medical approaches and non-inclusive narratives that place people with disabilities as objects of mercy or burden. The language used tends to stigmatize, reinforce stereotypes, and create symbolic exclusion in the classroom. In addition, the involvement of people with disabilities in curriculum formulation is still very minimal. The conclusions of this study emphasize that equitable and inclusive education can only be achieved through paradigm shifts, the use of empowering language, and equal representation in all aspects of the educational curriculum.
Co-Authors Budi Nurhamidin Oman Sukmana Suyadi