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
437 Documents
<![CDATA[Inclusive Education in Indonesia from The Perspective of Widyaiswara in Center for Development and Empowerment of Teachers and Education Personnel of Kindergartens and Special Education ]]>
<![CDATA[Ediyanto Ediyanto]]>;
<![CDATA[Iva Nandya Atika]]>;
<![CDATA[Norimune Kawai]]>;
<![CDATA[Edy Prabowo]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 4 No. 2 (2017) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.IJDS.2017.004.02.3
<![CDATA[Since 2009, Indonesia has an excellent commitment and effort in the field of inclusive education. The government provides equal opportunities in education. Through Centre for Development and Empowerment of Teachers and Education Personnel of Kindergartens and Special Education (PPPPTK TK & PLB), the government provides training and services to teachers in the field of inclusive education and special education. The teacher trainers in PPPPTK TK & PLB are called WidyaIswara. The purpose of this study is to know the implementation of inclusive education in Indonesia from the perspective of WidyaIswara of PPPPTK TK & PLB. The research used qualitative method. This research was conducted on March 2nd, 2017 in PPPPTK TK & PLB located in Bandung, Indonesia. Data were collected using a questionnaire in the interview related to perceptions about special and inclusive education. The interview process used the instrument in interview form to experts that called WidyaIswara with closed-ended questions. A total of 3 Expert in Inclusive Education in PPPPTK participated in this activity. From the findings and discussion of the research, explained about WidyaIswara's perception about: 1) Awareness of students to go to school, 2) Grouping of students with special needs in special and general schools, 3) Distribution of Special Schools in Indonesia, 4) Supporting educational facilities and infrastructure in special and inclusive schools, 5) Teacher in special and inclusive Schools, 6) Learning Activities, 7) Children with special needs after graduation at a level of education, and 8) Government efforts.]]>
<![CDATA[Representasi Sosial Mengenai Siswa dengan Disabilitas pada Siswa Non-Disabilitas SMP Inklusi di DKI Jakarta ]]>
<![CDATA[Hashella Kostan]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 4 No. 2 (2017) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.IJDS.2017.004.02.8
<![CDATA[This study looks at how children with disabilities are socially represented in inclusive schools. A number of 371 junior secondary students without disabilities were recruited from 6 inclusive schools in Jakarta. In a free association fashion, they were stimulated with a phrase student with disabilities and their responses were recorded. They were asked to evaluate their own responses as containing positive, negative, or neutral prototypical characteristics and scored according to the affective loading. The results indicated that even in inclusive school, children with disabilities were socially represented as individuals who are "lacking of abilities", "difficult to communicate", "stupid", and so on. We aslo asked students to fill the Swearer Bully Survey- Student Version (BYS-S) and found that students with disabilities were bullied by their peers.]]>
<![CDATA[Access and Utilization of Information and Communication Technology by Students With Visual Impairment in Uganda's Public Universities ]]>
<![CDATA[Patrick Ojok]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 5 No. 1 (2018) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.IJDS.2018.005.01.8
<![CDATA[The centrality of information and communication technology in enhancing inclusive teaching and learning makes their access and use an imperative for all students at all levels of education.Persons with visual impairment tend to face major barriers in using the same ICT devices that ordinary persons and other disabled persons can use. A quantitative study was conducted with 35 students with visual impairment enrolled in two public universities in Uganda to explore the extent to which they accessed and utilized ICTs. Data was collected using face-to-face interviews and analyzed using IBM SPSS version 20. The study found that most of the students were intermediate ICT users (40%) or beginners (37%), while a majority (70.4%) connected to the internet via WIFI hotspots. More than half of the students (60%) knew that their university had an e-learning platform, but a majority of the students had never uploaded/downloaded any learning materials from their universities' websites. Less than half of the students (46%) were confident to produce text using a word processing program but only few could use power point (12%) and excel (8.6%) applications. To improve students with disabilities' access and use of ICTs, multiple actions are required, including equipping departments with computers, ensuring the computers are in accessible locations, giving the students opportunity to practice, and purchasing licensed adapted software applications.]]>
<![CDATA[An Analyiss of Pre-Service Teacher Education for Inclusion of Children With Hearing Impairment ]]>
<![CDATA[Stackus Okwaput]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 5 No. 1 (2018) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.IJDS.2018.005.01.5
<![CDATA[Proponents of inclusion in special needs education argue that it is a human right for children with special needs to attain education with their ordinary peers. Underlying inclusion is the assumption thast teachers have the knowledge for addressing the diverse needs of learners in their classrooms. This study explored the provisions that might enable pre-service teacher trainees in Uganda to acquire knowledge for implementing inclusion for children with hearing impairment and the challenges that may hinder them from achieving that goal. The sample consisted of five teacher trainers and six teacher trainees. Data was collected using focus group discussions and interviews and analyzed following the thematic analysis procedures. The findings show that trainees might acquire knowledge for implementing inclusion from provisions made in the syllabus for special needs education and the college. Challenges in the teacher education system and negative attitudes may, however, hinder the achievement of this goal.]]>
<![CDATA[Activities for Fostering Disability Awareness and Friendship in Inclusive School ]]>
<![CDATA[Ossy Firstanti Wardany]]>;
<![CDATA[Wagimin]]>;
<![CDATA[M. Furqon Hidayatullah]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 5 No. 1 (2018) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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<![CDATA[Fostering disability awareness is important to improve peer acceptance and friendship between students with special needs and regular students. This study is a narrative review of previous research on activity for fostering disability awareness. We reviewed 16 studies that fit the criteria that we found on E-resources National Library of Indonesia. We find some activity to build awareness, namely, reading books about disability, peer network strategy, thematic intervention, puppets show, drawing comics, simulation, play intervention and sports activities. These activities can be references for teachers to improve acceptance and friendship in inclusive schools.]]>
<![CDATA[Unity in Diversity: Alleviating The Strains of Mental Illness Through Cohesion, Not Coercion ]]>
<![CDATA[Torres Washieka]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 3 No. 1 (2016) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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<![CDATA[I create a theoretical framework for ways to alleviate the mental health issues that Indonesia faces. My work posits that if disability rights advocates were to try to alleviate this issue from an American perspective, we would not only be attempting to reinforce Western standards of superiority, but we would be, in a way, attempting to colonize and dominate the argument surrounding mental illness services. My argument further suggests that the only way to alleviate any social ill within Indonesia must come from and be invested in by Indonesians. These solutions must be respectful of who the Indonesian people are, their relationship to their families and one another, and their identity. I will look at ways in which Western media provides a narrow scope of how issues surrounding Indonesian mental illness are spread. Furthermore, I will offer possible suggestions in alleviating the mental health issues in Indonesia while keeping in mind that all of these must be done from and with the Indonesian people not by coercion.]]>
<![CDATA[Pengembangan Aplikasi Kamus Istilah Ilmiah Dengan Bahasa Isyarat untuk Peningkatan Kualitas Belajar Siswa Tuna Rungu ]]>
<![CDATA[Budi Darma Setiawan]]>;
<![CDATA[Fajar Pradana]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 4 No. 1 (2017) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.IJDS.2017.004.01.4
<![CDATA[The government guarantees the absence of a difference for all Indonesian citizens to get education in higher education. Educational needs for every disability is different. Suppose the deaf students, to communicate highly dependent on writing and sign language. From the field observations problems found sign language that is used has a lot of variations, especially for scientific terms such as for example: cell, engineering, photosynthesis and others. This causes the communication becomes slower so that deaf students have difficulty understanding the material taught in the lectures. For that we need to make a media in the form of software to save the new terms as well as sign language. The media should also be accessible though many people (online). This way, if someone is having difficulty in finding a cue for a term, he can look for it on this media. From the results of tests performed, the application is able to enhance the understanding of the time three seconds faster than before using the app. On the usability and user acceptance testing, the application has largely met the expectations of the user.]]>
<![CDATA[A Juridical Study toward Indonesian Disabilities Right for Public Services Accessibility according to Law No. 8 Year 2016 ]]>
<![CDATA[Jefri Tamba]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 4 No. 1 (2017) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.IJDS.2017.004.01.9
<![CDATA[In this study, the author is very attentive to law for disability. In 2016, the Indonesian government has been launched a recovering law for persons with disabilities, namely Law No. 8 Year 2016. Differ with the previous law, Law No. 4 Year 1997 which still less contains the rights of persons with disabilities, especially on the things of public services accessibility. Hence, regarding to the normative analysis toward Law No. 8 Year 2016 which is used in this study. It found that the Indonesian government is already loaded the persons with disabilities right on public services accessibility. Those listed in Chapter III, Part 15 article 19 on Public Service Rights. Therefore, the development of public service facility for persons with disabilities shall be appropriate to this law. Furthermore, the details of public service in terms of implementation of respect, protection and rights meeting with disabilities are initiated by both central and local governments. All public services in Indonesia should be take attention to the Law No. 8 Year 2016 on Persons with Disabilities.]]>
<![CDATA[Access, Universal Design and the Sustainability of Teaching Practices: a Powerful Synchronicity of Concepts at a Crucial Conjuncture for Higher Education ]]>
<![CDATA[Frederic Fovet]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 4 No. 2 (2017) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.IJDS.2017.004.02.4
<![CDATA[Sustainability in Higher Education is usually interpreted as a concept applying solely to operations management and energy policy. Though the applicability of the concept to social justice is immediately tangible, few campuses have found organic and pragmatic ways to extend principles of sustainability to their equity, diversity or inclusion practices, or to convince their community of the need to do so. This study examines the unique experience of North American campus having attempted this progressive osmosis between the two concepts. Access has represented the opportunity for this rethink. As individual, retroactive accommodations become increasingly obsolete when it comes to providing access to learning to large number of students with specific needs entering post-secondary education, sustainability has become an increasingly appealing lens with which to devise a new framework for inclusion seeking systemic change in pedagogical practices. The campus in question implemented a proactive drive for the implementation of Universal Design for Learning from 2011 and this paper presents the analysis of the various and complex ways access and sustainability have become entwined in campus policies. The outcomes are particularly relevant for the Global South in that it may encourage Higher Education institutions in developing countries to avoid the temporary appeal of medical model based measures of inclusion and the precedents set in the Global North over the last two decades, and to focus instead on social model based policies that seek the development of sustainable and inclusive teaching practices from the onset.]]>
<![CDATA[Improving the Accessible Facilities for Disability at Mini Market Kpri, Brawijaya University ]]>
<![CDATA[Sugiono sugiono]]>;
<![CDATA[Rio Prasetyo Lukodono]]>;
<![CDATA[Tanwirul Azhari]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 5 No. 1 (2018) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.IJDS.2018.005.01.10
<![CDATA[Regulation of the Minister of Public Works No. 30 of 2006 on Technical Guidance of Facility and Accessibility on Building and Environment, explains that arrangement of lay-out facility in building must support enough space and circulation for persons with disability and / elderly, including KPRI-UB. KPRI-UB is a shopping place that belongs to the public then it is required to follow the regulation. But in fact, it has not been able to provide adequate access, both from the aspect of facility layout and shelf size. The purpose of this study is to provide proposed layout and proposal size shopping shelves in accordance with the needs of difable consumer in KPRI-UB. The research design used is quantitative with descriptive approach. The result that can be used as a recommendation to design facility which is accessible for difable is change of layout design from shelf contained in KPRI, ramp design, and device used by difables to call help to the operator.]]>
