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INDONESIA
Journal of Disability
Published by Universitas Sebelas Maret
ISSN : -     EISSN : 28284542     DOI : 10.20961
Core Subject : Humanities, Health, Education, Social,
Humanities Education Public Health Social Sciences Other
The journal publishes original research and review articles, including field research related to: Disability: Perspective Social, Education, Learning & Humanities Disability: Perspective Health, Law & Human Right Disability: Perspective Economics, Policym Assistive Technology, & Disaster
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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ANALISIS OF THE IMPLEMENTATION OF DIAGNOSTIC ASSESSMENT IN SPECIAL EDUCATION SCHOOLS Safaruddin Safaruddin; Budi Susetyo; Imas Diana Aprilia; Iding Tarsidi; Falentina Syaulatiah
Journal of Disability Vol 6, No 1 (2026): June
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v6i1.117628

Abstract

This study examined the implementation of diagnostic assessment in Special Education Schools. It employed a qualitative descriptive approach to explore how diagnostic assessment was conducted, utilized, and interpreted in instructional practice. Data were collected through document analysis, classroom observations, and interviews with relevant participants. The findings showed that diagnostic assessment was implemented through observation, individual records, and student portfolios. Observation emerged as the dominant method because it allowed teachers to identify students’ behavioral, academic, and socio-emotional conditions in authentic learning contexts. However, the assessment results were not systematically used as the basis for instructional planning or the development of Individualized Education Programs (IEPs). Instead, the data were often treated as administrative records rather than as evidence for pedagogical decision-making. The study also identified several challenges, including limited teacher assessment literacy, unstandardized documentation practices, and insufficient collaboration with parents. These findings indicated the presence of an assessment–instruction gap, in which assessment data were collected but not optimally translated into adaptive and individualized teaching strategies. Therefore, diagnostic assessment needed to be strengthened as an integrated pedagogical tool to support evidence-based instruction in special education.
SOCIAL ACTIVITY CARD FOR SKILLS OF AUTISM SPECTRUM DISORDER (ASD): META-ANALYSIS AND NEED ASSESSMENT STUDY Rizki Husadani; Dian Atnantomi Wiliyanto; Sinar Perdana Putra
Journal of Disability Vol 6, No 1 (2026): June
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v6i1.120157

Abstract

Children with Autism Spectrum Disorder (ASD) can experience serious deficits in their social interactions due to their limited social skills. This study aims to conduct a literature review on the effectiveness of social activity cards for social skills and the field's needs for using social activity cards for individuals with ASD who experience social skill problems. The research methods included a meta-analysis (n = 20 articles) and a needs assessment (n = 23). The results of the meta-analysis indicate that the use of social activity cards has a fairly strong influence, making it effective in improving the social skills of autistic children. In the study of the analysis of the needs of social activity cards to improve the social skills of children with ASD in a special school, teachers, as many as 23 respondents, showed that the majority of respondents agreed as much as 58.52% (f = 13) and strongly agreed as much as 34.78% (f = 8). This means there is a need for and a positive response to social activity card media to improve the social skills of children with ASD among Special School teachers.
INDONESIAN TEACHERS KNOWLEDGE AND EXPERIENCE TEACHING STUDENTS WITH DYSLEXIA Khofidotur Rofiah; Blerta Krasniqi; Ima Kurrotun Ainin
Journal of Disability Vol 6, No 1 (2026): June
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v6i1.118452

Abstract

The study aimed to examine how Indonesian teachers’ knowledge of dyslexia and the experiences teaching students with dyslexia in the Indonesian context. 137 teachers working with students with dyslexia in regular schools participated in this study. Mixed-methods research designs combining closed and open-ended research questionnaires were employed. Data was analyzed using statistical descriptive, differences, and correlation analysis for closed-ended questions and thematic analysis was used for open-ended questions. The results revealed that the average scores of teachers’ knowledge on dyslexia was 32.99 from 50.00. The difference analysis showed that teaching experiences and ages had significant differences on teachers' knowledge of dyslexia. The correlation analysis showed that teachers’ misconceptions about dyslexia were significantly interrelated, particularly the belief that dyslexia is associated with memory deficits and below-average intelligence, which was positively correlated, while more accurate understandings of dyslexia as a language processing difficulty were negatively associated with these misconceptions. Thematic analysis to describe teachers' experiences including students with dyslexia in their classroom revealed two main themes (misunderstanding dyslexia and teaching dyslexia) and six sub themes (1) illiterate children, (2) teachers’ concerns, (3) good teachers, (4) fun methods, (5) collaboration, and (6) environment. The study suggested the importance of providing proper information, teachers’ training and seminars on understanding dyslexia as well as knowledge and practices teaching students with learning difficulties, especially students with dyslexia.

Page 6 of 6 | Total Record : 53

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