Indonesian Journal of Disability Studies
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
Articles
448 Documents
<![CDATA[The Influence of Reciprocal Teaching Towards the Critical Thinking Skill Improvement of Blind Students ]]>
<![CDATA[Novi Indriastuti]]>;
<![CDATA[Sugini Sugini]]>;
<![CDATA[Mohammad Anwar]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2020.007.02.14
<![CDATA[This study aims to determine the influence of reciprocal teaching application in improving the critical thinking skill of visually impaired student in SLB-A YKAB Surakarta on the academic of year 2019/2020. This study is classified as pre-experimental research with the form of one group pretest-posttest design. The Subjects in this study were seven students from 5th-9th grades in SLB-A YKAB Surakarta. The seven students became the research subjects after being selected using purposive sampling technique. Some subject criteria set in this study include: visually impaired student who have reached formal operational stage according to Piaget’s theory, were able to read, write, listen, and speak fluently, and have problems in developing critical thinking skills. Data collection in this study was done through observation and oral test. The instrument used in this study was validated by measurement expert, psychologist, and linguist and was tested to visually impaired students in SMP MIS Surakarta. The results of expert validation and instrument trials indicate that this instrument was valid with a validity coefficient of 0.92-1 and reliable with a reliability coefficient of 0.975. Then the instrument was used to measure the critical thinking skill of research subject before and after being given treatment through the application of reciprocal teaching. The pretest and posttest data were analyzed using non-parametric statistic with Wilcoxon Sign Rank Test type at the significance level of 0.05. According to the data analysis using SPSS 25, the Asymp. Sig (2-tailed) value was obtained of 0.017. That value was smaller than 0.05, so that H0 was rejected and Ha was accepted. Thus, the application of reciprocal teaching has a significant effect towards the critical thinking skill of visually impaired student in SLB-A YKAB Surakarta on the academic of year 2019/2020.]]>
<![CDATA[Prototype Expert System Application to Identify Specific Children Learning Disabilities in Inclusion Schools ]]>
<![CDATA[Supriyadi Supriyadi]]>;
<![CDATA[Dian Atnantomi Wiliyanto]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.01.09
<![CDATA[This study aims to develop an expert system application for the identification of specific children learning disabilities in Inclusion School. The research method used is development research design (R & D) to test the effectiveness of the use of identification of specific children learning disabilities with expert system application. Application testing involving 40 teachers in inclusion schools to test expert system applications in identification. Validate results by teachers in inclusion schools obtained that from aspects of system display, user, accuracy, and system responsibility have an average of 4.20 fall into the category of excellent. Expert system application development has several features, among others; home menu, analysis, and intervention to follow up learning services, learning media, and classroom embedding for specific children learning disabilities.]]>
<![CDATA[Education Budget Politics: Is It Pro-Disabilities? Case of Yogyakarta Municipality, Indonesia ]]>
<![CDATA[Al Fauzi Rahmat]]>;
<![CDATA[Eko Priyo Purnomo]]>;
<![CDATA[Dyah Mutiarin]]>;
<![CDATA[Ajree Ducol Malawani]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2020.007.02.15
<![CDATA[This article aims to examine the education budget policy allocated for inclusive education programs, wherein providing a budget is highlights. In this context, Yogyakarta City government is submit because of its embracement unto inclusive budget post for education. This paper used a qualitative approach with document-analysis method to analyze the inclusive education budgets from 2017 to 2019. The research findings are; first, the budget allocation for inclusive education is considering to be minimal when compared to other program budget posts. In 2017, budget allocation was only 1.02%, in 2018 amounted to 1.05%, and in 2019 1.19% of six programs set out in the educational development program objectives. Second, a critical review of the budget and realization of 2017 to 2019 inclusive education program has found to be not optimal absorbed as desired achievement targets. Even so, the evaluation of budget absorption includes in the high category on performance appraisal. Third, the number of inclusive schools and the percentage of teachers according to qualifications from 2017 to 2019 has been increasing. Fourth, the budget for the education development program in 2017 to 2019 has declined. Nevertheless, more importantly, the budget heading for inclusive management education in 2017 and 2019 has increased. Therefore, this has proven that the Yogyakarta City government has committed to realize inclusive education and deserves to establish as a region that cares about inclusive education.]]>
<![CDATA[PECS vs. iPad Intervention for Students with Autism Spectrum Disorders: A Literature Review ]]>
<![CDATA[Toni Ariwijaya]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2020.007.02.09
<![CDATA[Autism Spectrum Disorders (ASD) refers to a neurodevelopmental disorder that affects communication, behaviour and socialization of the individuals diagnosed with ASD. In children, ASD is considered as a high incidence disability since it affects one in eight children. In regard to functional communication skills of the children, effective augmentative or alternative communication process and device is highly important to facilitate positive outcomes. Both Picture Exchange Communication System (PECS) and the iPad with its communication applications are considered emerging treatment children with autism spectrum disorders (ASD). The purpose of this literature review is to compare the effectiveness of low tech intervention (through the utilization of PECS) and high tech intervention (through the utisation of iPad). The study was conducted by selecting electronic articles from several databases which were published between 2008-2018. The findings show that PECS is highly effective for increasing intentional communication skills and independence in requesting and making decisions as well as beneficial for non-English speakers. Meanwhile, iPad-based intervention is beneficial to solve children's literacy problems, to reduce stressors during interventions, and to increase the children's effective intra-verbal responses. It is then suggested that teachers, parents and care givers employ the combination of both low tech and high tech interventions as combining the two will lead to better outcomes.]]>
<![CDATA[Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia ]]>
<![CDATA[Ediyanto Ediyanto]]>;
<![CDATA[Aris Setiawan]]>;
<![CDATA[Irvan Budi Handaka]]>;
<![CDATA[Nurul Hidayati Rofiah]]>;
<![CDATA[Suhendri Suhendri]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.01.14
<![CDATA[One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.]]>
<![CDATA[Mathematic Learning Material Capabilities on Special Needs ]]>
<![CDATA[Sri Wuryanti]]>;
<![CDATA[Fahmi Fahmi]]>;
<![CDATA[Giri Sarana Hamiseno]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.01.05
<![CDATA[Abstract: The purpose of this study was to see the application of students with special needs in inclusive schools and their absorption of Mathematics subject matter in the SMA National Examination 2018/2019 academic year. Although, the National Examination has legally abolished, the results of the last National Examination 2018/2019 can still be used to capture students' minimum academic abilities and also for reflection in order to improve the quality of education better. The ability of students can be seen from the results of the national exam, while the absorption of mathematics can be seen from the proportion of students with special needs in inclusive schools who can correctly answer questions on the National Mathematics Exam. The population of this study were all high school level students who took the National Examination for the 2018/2019 academic year, while the research sample was all inclusive high school students who took the National Examination for the 2018/2019 academic year. The data used is secondary data, namely the SMA National Exam data for the 2018/2019 academic year. Data analysis used Excel software, and then descriptive statistical analysis was carried out. The results showed the highest score of the National Mathematics Examination for students with special needs in inclusive schools was 54.02 and the lowest was 22.69 with an average score of 39.43. The average score of Mathematics for the Science Department is 45.66 (included in the poor category), the Language Department is 40.04 (including the poor category), while the Social Science Department is 29.28 (including the low category). The highest average absorption power of Mathematics in the Science department is 30%, in the scope of Algebra material, the lowest absorption is 23% in the scope of calculus material. In the social studies department, the highest average absorption power in mathematics is 29% each for algebra and statistics, the lowest absorption rate is 18% in the scope of Geometry and Trigonometry. Meanwhile, in the Language Department, the highest average absorption is algebra 38%, the lowest is 30% in the scope of Geometry and Trigonometry. The range of values for participants with special needs is very large so it needs assistance to improve the abilities of students. The weakness of special needs students in Mathematics is the material scope of Geometry and Trigonometry.]]>
<![CDATA[Maternal Barriers in Raising Children with Special Needs in Rural Areas: A Qualitative Study ]]>
<![CDATA[Cau Kim Jiu]]>;
<![CDATA[Pitri Pitri]]>;
<![CDATA[Kharisma Pratama]]>;
<![CDATA[Usman Usman]]>;
<![CDATA[Tutur Kardiatun]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2020.007.02.04
<![CDATA[It is not easy for mothers living in rural areas to raise children with special needs because various obstacles arise from both within and outside the family. This study aimed to explore various obstacles for mothers in raising children with special needs, especially in rural areas. The research design used in this study was descriptive qualitative. The sample in this study consisted of 55 mothers who were selected using purposive sampling method. Data collection was carried out through semi-structured face-to-face interviews and through focus group discussions. The data collected in this study was then analyzed using thematic analysis. There are 3 themes generated in this research including 1) family perception, 2) financials, and 3) access to health care services. Information obtained from this research can provide solutions for families to overcome or get out from the existing barriers and provide information to the government to provide health services to families with children with special needs in rural areas.]]>
<![CDATA[How Do Regular Students in Inclusive Primary Schools Interpret the Term of 'Students with Special Needs'? ]]>
<![CDATA[Ossy Firstanti Wardany]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2020.007.02.13
<![CDATA[A positive perception toward the student with special needs required to build positive attitudes and behaviours in inclusive schools. The aim of this study is to determine the perception of regular students in inclusive primary schools toward students with special needs. This study is a survey and the participants are 146 regular students in inclusive primary school. The study used questionnaires. The results show that only 35% of regular students who know and can interpret the definition of the student with special needs into the text. Most students interpret based on what they see, such as a physical problem, low academic achievement or help by shadow teacher. There are still misconceptions, stereotypes, and negative perception toward students with special needs. It suggests for the teachers in inclusive school for increase disability awareness to overcome the negative perception.]]>
<![CDATA[The Use of Disability Interactive Media to Improve Beginning Reading for Children with Multiple Disabilities Class III SDLB In SLB Agrowisata Shaleha Panjalu ]]>
<![CDATA[Reza Febri Abadi]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.01.10
<![CDATA[This research is based on the problem of lack of the ability to read the beginning, the ability to recognize all the letters of the alphabet has not been felt, and has not been able to incorporate letters into syllables and words in children with multiple impairments. Research aims to improve the ability to read the beginning of children with multiple impairments with target behavior, namely the ability to read syllables and word reading ability. The subject of this study was a child with a multiple impairments of class III SDLB in SLB Agrowisata Shaleha Panjalu. The method used is Single Subject Research with A-B-A research design. The processed Data is presented in a simple descriptive statistical form through graphs and percentage values. The results showed a significant increase in the ability to read the beginning of research subjects using Disability Interactive Media with the evidence that the turnover of the mean level value of the behavior of the syllable reading ability the baseline-1 (A1) phase gets an average value of 50%, the intervention phase (B) Gets an average value of 86.8% and the baseline-2 phase (A2) Gets an average value of 78.5%. Then a comparison of the mean level of the second target behavior, i.e. the ability to read word between baseline-1 (A1) Gets an average value of 33%, the intervention phase (B) Gets an average value of 81.37% and the baseline-2 phase (A2) Gets an average value of 75%.]]>
<![CDATA[Factors Contributing to Late Physiotherapy Intervention of Children with Cerebral Palsy at The University Teaching Hospital, Lusaka in Zambia ]]>
<![CDATA[Chona Kanyembo]]>;
<![CDATA[Brian Chanda Chiluba]]>;
<![CDATA[Geoffrey Moyo]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.01.01
<![CDATA[Introduction: Cerebral palsy is the leading cause of disability worldwide and Zambia has its fair share of cases. Most parents/caregivers of children with Cerebral palsy at University Teaching Hospital started attending physiotherapy late when their children were over one year Therefore, the aim of this study was to explore the perceptions of mothers towards factors contributing to late physiotherapy intervention of children with Cerebral palsy at University Teaching Hospital. Furthermore, assess the knowledge of mothers with children between 0-5 years on the role of physiotherapy in Cerebral palsy. Methodology: An exploratory study design using qualitative methods was used. Data collection techniques were FGDs that consisted of purposively sampling of 10 mothers of children with CP attending physiotherapy at University Teaching Hospital. Audio-recording from the FGDs was transcribed verbatim for each session by an independent person. The study employed thematic analysis for data analysis. The data was classified systematically by means of coding to identify key factors or issues such as concepts, categories, themes and the relationship between them. Results: This study identified four themes on factors that influence late physiotherapy intervention of children with Cerebral Palsy at University Teaching Hospital. These included: Socio-economic support; late referral for Physiotherapy; Caregiver's knowledge about Cerebral Palsy; and People's attitude towards Cerebral Palsy. Limited caregiver knowledge about the role of physiotherapy in Cerebral Palsy was reported to be due to; limited community awareness about physiotherapy; and lack of caregiver education. Conclusion: The present study sought to explore the perceptions of mothers towards factors contributing to late physiotherapy intervention in children with Cerebral Palsy. A diversity of factors that led to delayed intervention was highlighted. Rehabilitation professionals should be aware of the factors that impact mothers both positively and negatively in order to implement effective rehabilitation programs.]]>
