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Silfia Asning Tias
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International Disability Innovation Journal
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 31108105     DOI : 10.26740/idij.v1i1
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
The International Disability Innovation Journal is a peer-reviewed academic publication that examines disability-related issues, the rights of individuals with disabilities, inclusive education, and innovative strategies for advancing accessibility and inclusion in society. It highlights research on novel approaches, assistive technologies, and policies that drive progress in disability studies and promote a more equitable world. It is published by the Disability Innovation Center, under the Center of Research and Disability Services at Universitas Negeri Surabaya (Unesa), Surabaya. This journal welcomes high-quality, research-driven submissions from diverse disciplines, emphasising scientific inquiry and innovative approaches to disability studies, accessibility and inclusion.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 11 Documents
 1   2 
Assistive Technology in Communication Development Learning for Deaf Students: A Literature Review Maringgar Hangesti Putri; Erfin Candra Hidayat; Tri Sedya Silo Pratiwi; Uswatun Khasanah
International Disability Innovation Journal Vol. 1 No. 1 (2025): Innovative Strategies and Inclusive Technologies for Special Needs Education in
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i1.43263

Abstract

Students with hearing impairments face significant barriers in accessing auditory-based information, particularly in the learning of sound and rhythm perception within communication training. With the advancement of technology, various assistive devices have been developed to support deaf and hard-of-hearing students in recognizing, understanding, and responding to auditory stimuli through visual, tactile, and multisensory approaches. This article aims to review the literature on the use of assistive technology in the teaching of sound and rhythm perception for students with hearing disabilities. The method used is a systematic literature review of articles and research findings published in the last ten years. The findings indicate that assistive technologies such as digital hearing aids, FM systems, auditory training applications, and visual-based software have contributed positively to enhancing the engagement and auditory perception skills of students with hearing impairments. However, the implementation of these technologies still faces challenges, including limited access, teacher training gaps, and curriculum adaptation. Therefore, collaboration among teachers, schools, parents, and policymakers is essential to ensure the effective integration of assistive technology in communication learning. This review is expected to serve as a reference for practitioners and researchers in developing inclusive education responsive to the needs of students with hearing impairments.
Adaptive Pedagogical Approaches for Inclusive Education: A Framework for Policy and Practice Integration Herlina Yuni Setyowati; Artha Roichatul Jannah; Dhinar Wahyu Ilahi; Ajeng Widyarini
International Disability Innovation Journal Vol. 1 No. 1 (2025): Innovative Strategies and Inclusive Technologies for Special Needs Education in
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i1.43278

Abstract

Inclusive education is a fundamental right for every child, including those with special needs, and is governed by various national and international regulations. In Indonesia, the implementation of inclusive education is regulated by Law No. 20 of 2003 on the National Education System, Ministry of National Education Regulation No. 70 of 2009 on Inclusive Education, and Ministry of Education and Culture Regulation No. 6 of 2018 on the Organization of Inclusive Schools. This study aims to explore effective learning strategies for children with special needs in inclusive school settings, within the framework of the existing legal provisions. A qualitative literature review method was employed to examine various policies and inclusive teaching models. The findings indicate that effective instructional strategies include differentiated instruction, curriculum adaptation, the use of assistive technology, and collaborative efforts among teachers, parents, and professionals. The implementation of these strategies must align with the principles of non-discrimination, accessibility, and equity as mandated by law. Key challenges in implementation include limited infrastructure, insufficient teacher competencies, and the lack of widespread dissemination of relevant regulations. Therefore, collaboration among government entities, schools, and communities is essential to ensure the fulfillment of the right to inclusive education for children with special needs in accordance with the prevailing legal framework.   Keywords: Inclusive Education, Children with Special Needs, Learning Strategies, Educational Policy, National Education Law.  
Inclusive Learning Device Development Strategy Based on UDL and Differentiation for Children with Special Needs in Indonesia Sheeva Ziyana; Marfuah Marfuah; Abdur Rahmani; Yosi Armelia
International Disability Innovation Journal Vol. 1 No. 1 (2025): Innovative Strategies and Inclusive Technologies for Special Needs Education in
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i1.43281

Abstract

Inclusive education is an approach that ensures right every children , including children with needs Special (ABK), for get equal education​ in environment the same learning . However , the implementation Still face various challenges , especially in provision device adaptive and responsive learning​ to need individual . Article This aiming For identify development strategies device effective learning​ for ABK in inclusive settings . Research This done through systematic literature review method journal scientific , policy education and studies case from various countries between 2018 to 2023. Analysis​ done use PRISMA framework , with focus on three component main : planning learning based on individual needs , development adaptive teaching materials , and implementation of multimodal learning media . The results of the study show that integration Universal Design for Learning (UDL) principles with differentiation strategies learning capable increase engagement and results learn ABK in a significant . Besides that , the application of learning media based on technology as well as approach collaborative between regular teachers and assistant teachers become factor key in realize environment inclusive and meaningful learning . Findings​ This give contribution important to development policies and practices education more inclusive​ structured and sustainable in Indonesia. It is recommended that the strengthening of teacher capacity and provision of learning media banks inclusive become priority in support success education for all child .  
Roles and Challenges of Educators in Inclusive Education and Speciality Schools in Indonesia Atiek Nilangsari; Syafita Maulidya; Jihan Rahma Indah Puspa Sari; Safi'at Intan Nur Halimah
International Disability Innovation Journal Vol. 1 No. 1 (2025): Innovative Strategies and Inclusive Technologies for Special Needs Education in
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i1.43284

Abstract

This article discusses the roles, types, competencies and challenges faced by educators in the context of inclusive education and speciality schools in Indonesia. Based on a review of national regulations, educational theory and empirical conditions in the field, educators are required to have adequate professional and social competencies to provide quality education services for all learners, including those with special needs. This paper also examines the gap between policy and implementation in the field and presents strategies for continuous development for educators to improve the quality of inclusive education in Indonesia.
The Application of Sound and Rhythm Perception Communication Training (BKPBI) in Improving the Language Skills of Deaf Children: A Case Study at an Inclusive School in Surabaya Nilna Uffi Al Azmi; Arista Widyawati; Kartika
International Disability Innovation Journal Vol. 1 No. 1 (2025): Innovative Strategies and Inclusive Technologies for Special Needs Education in
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i1.43756

Abstract

Deaf children face significant challenges in language development due to limited auditory access, which is one of the fundamental aspects of the language learning process. This limitation not only affects their ability to speak and hear, but also has implications for their overall cognitive and social development. Without appropriate intervention, these children often struggle to communicate and interact with their surroundings, which can hinder their ability to function optimally in society. This article analyses the effectiveness of BKPBI (Language Management Skills Development through a Music and Rhythm-Based Approach), an innovative approach that utilises elements of music and rhythm to improve the language skills of deaf children. This method is noteworthy because it uses elements that may be more accessible to these children than traditional language learning methods, which often emphasise auditory components. The study involved 15 deaf children aged between 7 and 12 years old enrolled in three inclusive schools in Surabaya. Through a comprehensive qualitative research method, the researchers conducted direct observations, sound perception tests, and interviews with teachers and parents to collect in-depth and meaningful data. The results of this study showed a significant improvement of 80% in phonology, indicating that these children were better able to understand and produce language sounds. In addition, there was a 40% increase in vocabulary, which is an important indicator of language proficiency. Furthermore, these children also showed improvement in social interaction, which is crucial for developing the social skills needed in daily life. These findings provide strong support for integrating BKPBI into existing inclusive curricula in schools, with the hope that more deaf children will benefit from this approach. With government policy support encouraging the use of innovative methods in inclusive education, it is hoped that deaf children can overcome barriers in their language development and participate more actively in society. This research represents an important first step in efforts to improve the quality of education for deaf children and paves the way for further research in this field.
Revisiting Social Stigma and Its Consequences for Children with Intellectual Disabilities Difa Syahidah Aulia; Amelia Rahmawati Aulia; Meisya Desma Dwi Putri; Geraldus Yoissiky; Citra Ashri Maulidina; Mohammad Arif Taboer
International Disability Innovation Journal Vol. 1 No. 2 (2025): Social Stigma Surrounding Intellectual Disabilities and Innovative Approaches t
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i2.47080

Abstract

This literature review aims to examine the various forms of social stigma faced by children with intellectual disabilities, both within the country and internationally. The method used is a literature study, which involves collecting and analyzing data from various relevant scientific research studies and synthesizing them to identify key themes that form the basis of the conclusions. The findings of this literature review indicate that social stigma toward individuals with intellectual disabilities remains a serious global challenge. Such stigma directly affects self-confidence, social participation, access to education, and the overall quality of life of the individuals concerned, as well as their families. The conclusion that can be drawn is that societal stigma has a direct impact on the self-esteem, social involvement, educational opportunities, and quality of life of individuals with intellectual disabilities and their families. A lack of public understanding is the root cause of stigma, which is further reinforced by the media, educational systems, and non-inclusive social norms.
Literature Review: The Influence of Social Stigma on Children with Intellectual Disabilities Salwa Hanan Midiyati; Medina Izzaty; Nahla Hayaatun Nufus; Tania Nur Anisa Ramadhani; Makhsun Intikhon; Citra Ashri Maulidina; Mohammad Arif Taboer
International Disability Innovation Journal Vol. 1 No. 2 (2025): Social Stigma Surrounding Intellectual Disabilities and Innovative Approaches t
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i2.47089

Abstract

Social stigma against children with intellectual disabilities has serious impacts, including exclusion, discrimination, and psychological distress. This study applies a Systematic Literature Review approach to analyze 10 selected articles focusing on forms of stigma, its effects, and mitigation strategies. The findings show that stigma affects not only the children but also their families. Effective strategies to reduce stigma include public education, teacher training, social support, and inclusive policy implementation. Cross-sector collaboration is essential to create a more inclusive and stigma-free environment.
Understanding and Addressing Social Stigma Against Children with Intellectual Disabilities: Impact, Causes, and Strategies for Inclusion Alyana Nur Fadillah; Ridyah Syifani Rahmah; Nurlaila Arifa Putri; Syaima Syafei; Nafisa Amelia Putri; Citra Ashri Maulidina; Mohammad Arif Taboer
International Disability Innovation Journal Vol. 1 No. 2 (2025): Social Stigma Surrounding Intellectual Disabilities and Innovative Approaches t
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i2.47093

Abstract

Social stigma against children with intellectual barriers is still a serious problem at various levels of society. Intellectual barriers are often seen as absolute weaknesses, leading to discrimination, social rejection, and limited access to education and an inclusive environment. This research aims to identify the forms of stigma that arise, the factors that influence them, and their impact on the psychosocial development of children and their families. The method used is a literature study with a qualitative approach. The results of the study show that stigma arises from a lack of understanding, cultural influences, and deeply rooted negative stereotypes. This stigma not only hinders children's growth and development, but also reduces parents' confidence in accompanying their children. Therefore, a comprehensive strategy is needed that includes public education, the implementation of inclusive policies, and the empowerment of families and schools in creating an environment that accepts and supports children with intellectual disabilities. Efforts to eliminate stigma are the first step towards a more just, inclusive, and humane society for children with intellectual barriers.
Analyzing the Impact of Social Stigma on Children with Intellectual Disabilities: Causes, Consequences, and Strategies for Reduction Putri Mayang Nugroho; Khairun Nisa; Nayla Candra Kirana; Farhah Amalia Syahrani; Citra Ashri Maulidina; Mohammad Arif Taboer
International Disability Innovation Journal Vol. 1 No. 2 (2025): Social Stigma Surrounding Intellectual Disabilities and Innovative Approaches t
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i2.47095

Abstract

Social stigma against children with intellectual disabilities is a serious issue that is still often encountered in various aspects of life, from education to social involvement. This stigma manifests in the form of social avoidance, negative labeling, discrimination, and violence, which have a significant impact on the growth and well-being of the child and their family. This article aims to analyze the various forms, causes, and consequences of social stigma faced by children with intellectual disabilities and to explore ways to reduce that stigma. This analysis was conducted using a literature review method that includes context, methodology, and theory. Data were obtained from scientific articles published between 2020 and 2025, accessed via Google Scholar; a total of 10 articles were analyzed. The findings of the analysis indicate that stigma remains a significant barrier for children with intellectual disabilities in obtaining their rights fairly, especially in the fields of education and social welfare. Nevertheless, approaches such as family and community support and the implementation of inclusive education have proven effective in reducing that stigma. Through collaborative efforts from various parties, an inclusive environment free from discrimination for children with intellectual disabilities can be realized.
Investigating Social Stigma of Children with Intellectual Disabilities Ketrin; Hana Ainiyah; Hani Khairunnisa; Mochamad Ramadhan Gunawan; Amanda Aulia; Citra Ashri Maulidina; Mohammad Arif Taboer
International Disability Innovation Journal Vol. 1 No. 2 (2025): Social Stigma Surrounding Intellectual Disabilities and Innovative Approaches t
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i2.47096

Abstract

Social stigma towards children with intellectual disabilities is a complex issue that impacts the psychological, social, and educational aspects of children and their families. Society often labels them negatively, excludes them, and judges them as incapable of developing, due to a lack of understanding and awareness of these children’s potential. This literature review aims to systematically examine how social stigma is formed, its impact on children and families, and strategic efforts to reduce it. This study employs a systematic literature review method, drawing on ten scientific articles published between 2020 and 2025, sourced from national and international databases. The analysis was conducted descriptively to identify patterns, forms of stigma, and relevant intervention strategies. The results show that social stigma against children with intellectual disabilities remains strong, both in schools, the general community, and the workplace. The impacts include low self-confidence, social isolation, limited access to education and public services, and emotional pressure on parents. However, there are also positive efforts such as inclusive school programs, social communities, and initiatives by the government and social institutions that are beginning to build public awareness.

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