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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 454 Documents
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Inclusive Virtual-Learning Environments for Students with Disabilities in Uganda’s Universities after COVID-19 Musenyente, Elijah; Nyadoi, Jacinta
Indonesian Journal of Disability Studies Vol. 13 No. 1 (2026)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/

Abstract

The study investigated the inclusion of students with disabilities in virtual learning environments (VLEs) in Uganda’s universities post-COVID-19, focusing on identifying key elements that enhance accessibility and inclusivity of curricula, adaptable digital course materials and instructional methods for equal participation, and assistive technologies and customised accommodations. The descriptive cross-sectional mixed-methods study gathered information using structured questionnaires (quantitative) and in-depth semi-structured interviews (qualitative) from students with disabilities studying various courses in eight universities in Uganda. The findings revealed that the adoption of inclusive online teaching methods remains surprisingly low across all eight universities. This observation, for example, is represented by the finding that 67.6% of learners with visual impairment could not read text during online lessons, while 70.6% were unable to download notes in various forms, such as documents, PDFs and audio. Further, despite the motivation of students with disabilities to succeed, they faced inadequate user-friendly accessibility features in digital educational resources, including inappropriate course materials and a lack of assistive technologies, with 92.8% of students with physical impairment lacking keyboard and mouse modifications, 69.2% of learners with hearing difficulties unable to communicate using smartphones during online lectures, and 79.4% of learners with visual impairment unable to transcribe Braille online using a computer. The study concluded that promoting the inclusion of students with disabilities in VLEs necessitates recognition of the limitations associated with hearing, intellectual, visual and physical impairment, and recommends designing accessible virtual learning systems appropriate to their specific or unique individual learning needs. The study is of value to the Ministry of Education, academic staff, administrators, ICT software instructional designers and support services in providing inclusive and user-friendly online resources, and to advocacy efforts to overcome the obstacles encountered by students with disabilities in accessing VLEs.
Spousal Support Predicting Marital Satisfaction Among Parents of Children with Disabilities Gozali, Vanesa Aprilia; Soetikno, Naomi; Dewi, Fransisca Iriani R.
Indonesian Journal of Disability Studies Vol. 13 No. 1 (2026)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/

Abstract

The presence of a child with disabilities can place particular demands on a family and has been shown to affect marital satisfaction. Time spent on caregiving can reduce the time that spouses spend together, which in turn bears on how satisfied they are with the marriage. A substantial body of research has found that spousal support, whether emotional, appraisal, instrumental, or informational, is a significant predictor of marital satisfaction. This study examines spousal support as a predictor of marital satisfaction among parents of children with disabilities. Using a non-experimental quantitative design and purposive sampling, it surveyed 166 married parents (83 couples) in Indonesia, each with at least one child with disabilities living at home. Participants completed the ENRICH Marital Satisfaction Scale and the Receipt of Spousal Support Scale. Spousal support substantially predicted marital satisfaction (R² = .520, p < .001), with emotional support the strongest contributor. The findings add to the literature on the role of spousal support in marital satisfaction.
Connecting Practice and Policy: A Case Study on the Implementation of Inclusive Design for Social Rehabilitation Center in Indonesia Harahap, Rachmita Maun; Suriastuti, Mira Zulia; Susilastuti, Dwi; Basyiroh, Anis Ainissyifa Wardatul; Mutmainah, Fatimah Asri
Indonesian Journal of Disability Studies Vol. 13 No. 1 (2026)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/

Abstract

Despite regulatory advancements under Law No. 8 of 2016, accessibility implementation in Jakarta's social facilities remains inconsistent, often prioritizing physical compliance over user-centred needs. This study evaluates and proposes a redesign a social rehabilitation centre in East Jakarta, , using inclusive design principles grounded in the Social Model of Disability. Employing a qualitative case study approach, data were collected through direct observation, participatory interviews with beneficiaries and staff, and document analysis. The research identifies critical barriers in the current interior, including inadequate mobility access, a lack of sensory accommodations for neurodivergent users, and spatial configurations that hinder social reintegration. Results indicate that the existing design reflects a functionalist approach rather than therapeutic inclusivity, marginalizing beneficiaries with psychosocial and physical disabilities. This study offers evidence-based design recommendations that translate global Sustainable Development Goals (SDG 11) into locally relevant solutions for Indonesian rehabilitation facilities. The findings contribute to academic discourse by demonstrating how inclusive interior design can enhance service efficacy and uphold disability rights in the Global South context.
Teachers' self-efficacy for inclusive practices in Indonesia: A mixed-methods study Ekatina, Meitia; Hastuti, Asih Santi
Indonesian Journal of Disability Studies Vol. 13 No. 1 (2026)
Publisher : Subdirectorate of Disability Services and Inclusive Education, Universitas Brawijaya (SLDPI UB)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.ijds.2026.13.1.6

Abstract

Despite its promotion in national policies, inclusive education implementation remains challenging, particularly in relation to teachers’ self-efficacy (TSE). TSE plays a crucial role in shaping teachers’ confidence, capacity and persistence to implement inclusive practices, yet empirical evidence from the Indonesian context remains limited. This study explored TSE in inclusive education and contextual factors influencing its development using a qualitative-dominant mixed-method design. Quantitative data were collected from eight in-service early childhood and primary school teachers using Teacher Efficacy for Inclusive Practice (TEIP) questionnaire followed by in-depth interviews with four teachers. Descriptive analysis indicated stronger efficacy in behavior management, while inclusive instruction was perceived as the most challenging. Qualitative findings further unraveled how limited mastery and vicarious experience, uneven institutional support, and disability stigma shaped TSE beliefs. Despite its small sample size, this study provides preliminary insights into TSE and highlights the need for culturally and contextually responsive teacher support.

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