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Mahalli
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ijds@ub.ac.id
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Rumah Layanan Disabilitas Universitas Brawijaya, Jl. Veteran, Kota Malang, East Java, Indonesia. Telp: +62 811-3030-626; Email: psldbrawijaya@ub.ac.id
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INDONESIA
Indonesian Journal of Disability Studies
Published by Universitas Brawijaya
ISSN : 23552158     EISSN : 26544148     DOI : https://doi.org/10.21776/ub.ijds
Core Subject : Humanities, Social,
Humanities Social Sciences
Indonesian Journal of Disability Studies (SINTA 3 accredited) is an academic peer reviewed journal published by Center for Disability Services (CDSS), University of Brawijaya (UB), Malang, Indonesia. The journal publishes original papers at the forefront of disability research, covering the research of Inclusive education. IJDS is committed to developing theoretical and practical knowledge/technology about disability and to promoting the full and equal participation of persons with disabilities in society (P-ISSN: 2355-2158, e-ISSN: 2654-4148). Indonesian Journal of Disability Studies publishes research paper in the field of: 1. Educational psychology 2. Policy and administration 3. Inclusive technologies and infrastructures 4. Curriculum and instruction 5. Student exclusion and disengagement
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 32 Documents
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Search results for , issue "Vol. 5 No. 2 (2018)" : 32 Documents clear
The Education and Training Program Guideline for Special Guidance Teacher Competence Development in Indonesian Inclusive School Ediyanto, Ediyanto; Mulyadi, Agus; Supriatna, Agus; Kawai, Norimune
Indonesian Journal of Disability Studies Vol. 5 No. 2 (2018)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (657.418 KB) | DOI: 10.21776/ub.ijds.2018.5.2.15

Abstract

The provision of inclusive schools in Indonesia requires the fulfillment of several aspects of Inclusive Education. The fulfillment of these needs includes curriculum, facilities and infrastructure, teachers, and learning in accordance with the principles of Inclusive Education. Teachers in inclusive classes must have the competence to teach students with special needs. In addition, inclusive classes also require Special Guidance Teachers as an instructional design or as a team teaching. However, the training program for Special Guidance Teachers has not been developed in a general, comprehensive, and integrated manner. So that in this article an education and training program was developed for the teacher competence development guidelines in Indonesian inclusive school. If every school requires at least one Special Guidance Teacher, then at the elementary formal education level, junior high, high school and equivalent schools, the total number of Special Guidance Teachers is 259,244 teachers. While for the kindergarten level the number of teachers is 85,499 teachers. Competency Standards for Special Guidance Teachers refer to Minister of National Education Regulation No. 16 of 2007 - Academic Qualification Standards and Competencies of Teachers and Minister of National Education Number 32 of 2008 - Academic Qualification Standards and Competencies of Special Education Teachers. In general, there are four competencies that must be mastered by Special Guidance Teachers, namely Personality, Social, Pedagogic, and Professional Standards. The title of this program is “The Education and Training Program Guideline for Special Guidance Teacher Competence Development. This prorgam divided into three main subjects, namely general training subjects, basic training subjects, and supporting training subjects with the number 47 subject and 450 hours. This program has not been validated and field tested yet. In the next research step it is necessary to validate it by experts and to do field test to determine the level of validity and effectiveness of the program.
Impelemetation of Devotional Rights on Accessibility and Communication Based on Undang-Undang Nomor 8 Tahun 2016 Concerning Disabilities Luhulima, Hendro Valence
Indonesian Journal of Disability Studies Vol. 5 No. 2 (2018)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (755.961 KB) | DOI: 10.21776/ub.ijds.2018.5.2.16

Abstract

This research discusses the implementation of the right of the Deaf to accessibility and communication by the Government of Indonesia based on Law No. 8 of 2016 concerning Persons with Disabilities. Normative-empirical legal research used in this research. Due to time constraints, sampling was limited to Yogyakarta Special Region based on purposive sampling. This research does not focus on efforts to generalize, but rather emphasizes the meaning of a phenomenon under study. The results of this research is that the rights of Deaf people to accessibility and communication have not been fully implemented according to the mandate of Law No. 8 of 2016 concerning Persons with Disabilities. However, this does not mean that the rights of the Deaf are not fulfilled at all, but in the stage of development. This is because there are two conditions that researcher find among Deaf people, namely Deaf people whose rights have been fulfilled, and Deaf people whose rights have not been fulfilled.

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