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
30 Documents
Search results for
, issue
"Vol. 7 No. 2 (2020)"
:
30 Documents
clear
<![CDATA[Religious participation of persons with disabilities in Java, Indonesia: An explorative study ]]>
<![CDATA[Sara Franssen]]>;
<![CDATA[Irwanto Irwanto]]>;
<![CDATA[Huib Cornielje]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (521.765 KB)
|
DOI: 10.21776/ub.ijds.2020.007.02.07
<![CDATA[This descriptive qualitative study aims to explore the main physical and social barriers to accessibility of religious sites, services, and activities for people with physical disabilities in Indonesia and subsequently aims to explore possibilities to enhance their religious participation. A total of 28 interviewees participated in this research i.e., 16 self-indicated as Muslims and 12 as Christians. Among the male participants (n=16) were 10 Muslims and 6 Catholics, and among the female participants (n=12) were 6 Muslims and 6 Christians. Interviews and physical audits suggest serious need for improvements in accessibility and accommodation going to and within the establishment. Although majority of disabled persons interviewed for this study regularly participate in religious activities, they also notice that their basic needs and concerns are not being treated as priorities. Discourse on disability issues should be initiated and developed to create inclusive religious atmosphere.]]>
<![CDATA[The Quality of Life of Mothers Who Have Children with Autism Spectrum Disorder ]]>
<![CDATA[Sylvidire Maharani Hayu Pertiwi]]>;
<![CDATA[Irwanto Irwanto]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (392.476 KB)
|
DOI: 10.21776/ub.ijds.2020.007.02.02
<![CDATA[Autism Spectrum Disorder (ASD) is a complex intellectual and developmental disability clinically diagnosed when s/he is 2 or three years old. These children demand special care to meet their special needs to enable optimized potentials in their development. This qualitative study aims at understanding the stressors affecting the quality of life of the primary care-giver. Parenting for children with ASD is usually more complicated and demanding than for children without disabilities. Four case studies were selected to represent typical mothers of ASD children in different phases of development. Their ages ranged from 29-50 years old and the ages of their children were 6 to 22 years old. Research credibility is constructed through interviews with significant others and observation of social media activities. The instrument for the study is WHO-QoL-BREF which is adjusted for an interview protocol. The results indicated that mothers who were not supported by their spouse and family members often had to deal with the uncertain future alone. Those who felt accomplished in caring for their children were strengthened by the parenting experiences. Support from professionals is crucial for mothers in addition to support from significant others and peers, in maintaining their quality of life.]]>
<![CDATA[Computer-Mediated Communication and Family Communication among Deaf Teenager ]]>
<![CDATA[Maulana Rezi Ramadhana]]>;
<![CDATA[Freddy Yusanto]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (2543.899 KB)
|
DOI: 10.21776/ub.ijds.2020.007.02.11
<![CDATA[As a basis for parenting, communication can change patterns of interaction in the family. This study examines how computer-mediated communication (CMC) is related to and influences family communication (including conversation and conformity) in adolescents with disabilities. Participants in this study were 100 adolescents with deafness scattered in Indonesia. Through ANOVA analysis, the results show that CMC is significantly positively related to the conversation, conformity, and interaction between the two. Regression analysis found all four CMC factors as significant predictors affecting 50.4% in the climate of family communication among deaf teenagers. The findings in this study produce an empirical explanation of the CMC motive as a factor in family communication in deaf teens. Suggestions and research for the future are discussed.]]>
<![CDATA[The Implementation of English Teacher's Differentiated Instruction to Disabled Student in an Inclusive School ]]>
<![CDATA[Aprilia Purnama Sari]]>;
<![CDATA[Dewa Ayu Eka Agustini]]>;
<![CDATA[Luh Diah Surya Adnyani]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (486.985 KB)
|
DOI: 10.21776/ub.ijds.2020.007.02.06
<![CDATA[Disabled student learns based on 2013 curriculum in an inclusive school. This student learns the same material with regular students. To help disabled student understands the material, the teacher should use an appropriate teaching strategy. Differentiated instruction is a teaching strategy of providing different options for students. It has 4 terms namely content, process, product, and learning environment. This study aimed at investigating the implementation of English teacher's differentiated instruction to disabled student in an inclusive school. This study was a qualitative research which employs a case study research design. The study was conducted in MM2 (Multi Media) class at SMKN 3 Singaraja as an inclusive school. The subject was an English teacher who already attended some workshops to teach disabled student. The data were gathered by observation and interview. The results showed that the English teacher differentiated the topics of the text, examples, sources, and the ways of explaining and reviewing the material in term of content. The teacher also gave pre-assessment to determine the topic for students' video. In term of process, the teacher sometimes differentiated the choices and instructions for disabled student and regular students. The teacher did not differentiate the product made by disabled student and regular students but sometimes differentiated the challenge, the topic, and the criteria. In term of learning environment, the teacher usually provided enough space, arranged the seatmate and seat for disabled student than regular students. She gave different rules or instructions depending on where the learning took place.]]>
<![CDATA[Supporting the Parenting Programs in Learning during the Pandemic Period through a Comprehensive Connecting Sheet ]]>
<![CDATA[Grahita Kusumastuti]]>;
<![CDATA[Johandri Taufan]]>;
<![CDATA[Iga Setia Utami]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (324.09 KB)
|
DOI: 10.21776/ub.ijds.2020.007.02.01
<![CDATA[This article discusses about the contact sheet in parenting program which is useful for supporting learning during a pandemic. Participants in this article were 17 special school teachers and parents of students. Using the seminar and workshop method, teachers and parents are trained to develop comprehensive contact sheets to support learning during a pandemic. The seminar activities presented two experts, namely special education experts and educational technology. Workshop activities were carried out for five days in a row to assist teachers in which they can be more skilled in compiling comprehensive contact sheets. The result of this training is expected to support the achievement of learning objectives during the COVID-19 pandemic as well as on weekdays later through online and non-online home learning activities.]]>
<![CDATA[EFL Teacher's Classroom Management Practices at an Inclusive School ]]>
<![CDATA[Eka Anastasia Wijaya]]>;
<![CDATA[Dewa Ayu Eka Agustini]]>;
<![CDATA[Luh Diah Surya Adnyani]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (426.284 KB)
|
DOI: 10.21776/ub.ijds.2020.007.02.10
<![CDATA[This research aimed at finding out the classroom management practices by an EFL teacher at an inclusive school. There were four major aspects of classroom management as the focus of this research. Those are rules, physical environment, classroom climate, and teacher's role. The subject of this study was an English teacher in class XI MM 2 at SMK Negeri 3 Singaraja. This study was a case study with qualitative research design. The methods of data collection were observation and interview. The findings showed that the classroom management practices by the teacher were successful to be implemented for both the inclusive and regular students. The rules created and communicated by the teacher were effective to develop the students' behaviour and attitude as well as support the learning process. For the physical environment, the teacher provided spacious space for the physical disability student to move freely. The teacher gave positive and negative reinforcements for the students' attitude and behaviour. Besides, the teacher modified the lesson plan, instruction, and assessment based on the student's special needs. However, the teacher did not interact directly with the inclusive student's parents and it should be done to support the learning process. In addition, there was no special escort teacher and training for the teacher to support the learning process.]]>
<![CDATA[How Accessible the University Websites in Indonesia for People with Disabilities? ]]>
<![CDATA[Fitri Dwi Arini]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (429.652 KB)
|
DOI: 10.21776/ub.ijds.2020.007.02.05
<![CDATA[Website in higher education utilized for many purposes such as providing learning resources, information, and news related to student's academic needs. For this purpose, university websites must be accessible for all users including students with disabilities. This article describes a study conducted to evaluate the accessibility of university websites for people with disabilities in Indonesia. The accessibility evaluation focused on compliance with the most recent international standards provides by The World Wide Web Consortium (W3C) called WCAG 2.0. A quantitative research would be utilized in this study using website accessibility online evaluation tools namely, Achecker. This study comprises the analysis of accessibility of 20 websites from top-ranked universities in Indonesia based on webometrics ranking. The result of this study showed that 95% of the university websites examined carried problems in conformity with WCAG 2.0 Level AAA.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (668.101 KB)
|
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[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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (529.901 KB)
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (474.496 KB)
|
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.]]>
