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Muhaimi Mughni Prayogo
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Candi Dukuh I, No. 157 Turen, RT 004 / RW 002, Sardonoharjo, Ngaglik, Sleman, Yogyakarta 55581.
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LITERAL: Disability Studies Journal
Published by Piramida Akademi
ISSN : -     EISSN : 30249600     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
LITERAL: Disability Studies Journal publishes peer-reviewed original articles in the field of disability studies that aim to encourage an inclusive society. The scope of this journal includes various efforts in developing potential and improving the quality of services for disabilities which consist of: Special and Inclusive Education, Psychological treatment for the disability, Guidance and Counseling for Children with Special Needs, Empowerment of families with disabilities, Vocational education and the world of work with disabilities, Accessibility, Collaboration of educational institutions - families - communities, Assistive Technology. This journal is published by PIRAMIDA AKADEMI The journal is published in online versions twice a year (April & October). The online version is free to access and download. ISSN 3024-9600.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 32 Documents
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TPQ Inklusif: Integrasi beyond the Rukhsah dan strength based approach dalam pendidikan keagamaan penyandang disabilitas Kemal Pasha Wijaya Wijaya; Muhammad Wahyudi Azzukhruf; Juy Zulfi Ali Ali Akbar
Literal: Disability Studies Journal Vol. 4 No. 01 (2026): April 2026
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/literal.v4i01.243

Abstract

Religious education is a fundamental right for every individual, including persons with disabilities. However, access to inclusive religious education, particularly within Islamic Structured Afternoon Schools—known as Taman Pendidikan Al-Qur’an (TPQ)—has not yet provided the necessary support to ensure equal rights in religious schooling for persons with disabilities. This study aims to construct a conceptual model for an Inclusive TPQ by integrating the Beyond the Rukhsah approach and the Strength-Based Approach to support equal access to religious education. This study employs a qualitative, library research approach with a theory synthesis conceptual design. The analysis was conducted by identifying the phenomenon and subsequently integrating the two theories as a conceptual framework. The results of the study indicate that the Beyond the Rukhsah approach plays a crucial role in building a religious paradigm that positions persons with disabilities as equal subjects, while the Strength-Based Approach emphasizes learning based on individual potential. The integration of these two approaches yields an Inclusive TPQ model that encompasses adaptive and participatory aspects of lesson planning, implementation, and evaluation. This model not only expands access to religious education but also supports the strengthening of religious character and the equal social participation of persons with disabilities. Thus, the Inclusive TPQ has the potential to serve as an alternative solution for realizing fair, inclusive, and sustainable religious education
Praktik intervensi kolaboratif bagi anak berkebutuhan khusus: Studi multikasus dalam layanan pendidikan inklusif di Yogyakarta Riski Aningrum; Annisa Annisa; Dody Bakhtiar Al-Anshori; Zykra Zakiah
Literal: Disability Studies Journal Vol. 4 No. 01 (2026): April 2026
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/literal.v4i01.261

Abstract

This study aims to analyze collaborative intervention practices in inclusive education services for children with special needs in Yogyakarta. The study employed a qualitative approach using a multi-case study design based on case reports obtained from the Disability Service Unit of Yogyakarta during the January–March 2026 period. The research data consisted of case report documents describing intervention practices, school and family support, and the developmental progress of children with diverse characteristics, including cognitive disabilities, behavioral and communication difficulties, and visual impairments. Data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings indicate that intervention practices in inclusive education were implemented through individualized instruction, behavioral reinforcement, self-care habituation, and coordinated support between schools and families. The forms of intervention and children’s developmental progress varied across cases depending on the characteristics of the children’s needs and the consistency of intervention practices. In several cases, the sustainability of interventions was influenced by the intensity of family involvement, particularly in implementing learning and self-care programs at home. The study also shows that collaborative practices in inclusive education are not solely related to administrative involvement among stakeholders, but are also shaped by family support capacity and the continuity of coordination between school and home environments. This study provides a contextual description of collaborative intervention practices in inclusive education based on disability service case documentation. The findings highlight the importance of strengthening service coordination, family support, and flexible interventions tailored to the individual needs of children in supporting inclusive education practices.

Page 4 of 4 | Total Record : 32

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