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
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<![CDATA[The Role of Parents in Training Deaf Children ]]>
<![CDATA[Rossi Iskandar]]>;
<![CDATA[Asep Supena]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.02.03
<![CDATA[The purpose of this study is to find out how parents play in training the speech of deaf children. The research method used is qualitative with library research, namely a series of studies related to library data collection methods, or research objects whose research objects are excavated through various library information (books, encyclopedias, scientific journals, newspapers, magazines, and documents). The results showed that parents have tried to train their children by getting used to talking continuously during learning from home using props and motivating the child to learn. Parents and teachers work together and consult on how to practice speech. The development of sound and rhythm perception communication is a program that is carried out to train the ability of deaf children. But at the time of the covid-19 pandemic parents became special companions as well as teachers while at home to train their children to speak the language daily in addition to being helped through listening aids guided by their teachers.]]>
<![CDATA[Examining Post-School Outcomes of Indonesian Secondary Students with Disabilities: A Policy Document Analysis ]]>
<![CDATA[Toni Ariwijaya]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.02.07
<![CDATA[There are no national laws in Indonesia which requires educational authorities to provide Invidualised Transition Plans (ITPs) towards high school students with disabilities. It leads issues as to low education attainments the students from this population have as well as small numbers of the students entering universities and job markets. In lieu of legislations, it is argued that Indonesia has signed international agreement and policies which are actually meant to provide ITPs to secondary students with disabilities to improve their post school outcomes education, employment and independent living for this vulnerable group. Hence, document analysis methods were employed in this research to analyse the international, national and local policies that the country has been signed through analyzing the statements aligned with evidence-based transition skills and predictors. The method employed by O'Neill et al. (2016) was replicated to condense the list of practices in the NTACT website into broader categories to address youths academic, employment, and independent living needs. As for the international policy, 19 transition-aligned statements were found, accounting for community involvement, interagency collaboration and inclusion in general education. Meanwhile for the national policy documents, only 15 statements were aligned. Implication for policymakers and educational jurisdictions are also discussed.]]>
<![CDATA[Strategies for Promoting Collaboration in Reading Comprehension Lessons among Students with Learning Disabilities ]]>
<![CDATA[Kelechi Uchemadu Lazarus]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.02.12
<![CDATA[Efficient skills in reading comprehension enable secondary school students to make meaningful and remarkable advancements in their studies. However, many students with learning disabilities struggle with reading comprehension and consequently obtain low grades in their academic pursuits. This paper pointed out that improvement in reading comprehension and academic achievement among secondary school students with learning disabilities is possible through engaging the students in collaborative learning activities within reading comprehension context. The paper therefore highlighted the principles that guide collaborative classrooms and the benefits of student collaboration in reading comprehension context. Evidence-based interventions that emphasize collaboration such as cooperative learning, peer tutoring, reciprocal teaching, collaborative strategic reading, and directed reading-thinking activity were discussed. Recommendations were made which include that teachers should ensure that they infuse collaboration into reading comprehension lessons of students with learning disabilities by making use of a variety of teaching strategies that stress collaboration, assigning roles to group members and ensuring that group members adhere to the laid down rules for the groups.]]>
<![CDATA[The Excellent Sukoharjo District in Inclusive Health Services for People with Disabilities ]]>
<![CDATA[Justin Parahita]]>;
<![CDATA[Chriswardani Suryawati]]>;
<![CDATA[Zahroh Shaluhiyah]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.02.16
<![CDATA[Sukoharjo district has Regional Regulation Number 18 of 2017 concerning Persons with Disabilities including Inclusion Health Services Policy. Problems completed during the implementation included four aspects that determined the success of policy implementation, they were communication between organizations, resources, disposition, and bureaucratic structure (standard operating procedures). Sukoharjo is the first district that has inclusive health service SOP. This research aims to analyze the implementation of the regional regulation which is an inclusive health service policy This qualitative research was conducted at Community Health Centers in Sukoharjo from May to December 2020. Data collection techniques were in-depth interviews, observation, and document study. Subjects consisted of 20 informants consisted of Community Health Center officers, staff of health office and social office, disability communities, and patients with disability. The results showed that the number of physiotherapist was insufficient, the budget for supplementary feeding and therapy equipment was insufficient, disability-friendly infrastructures in several community health centers still need repairment.]]>
<![CDATA[Stigma Towards People with Schizophrenia Among the Health Study Students: Faculty of Medicine, Faculty of Psychology, and Department of Counseling in Jakarta ]]>
<![CDATA[Shahnaz Alyssa Abidin]]>;
<![CDATA[Irwanto]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.02.04
<![CDATA[Stigma and discrimination against persons with mental disorder has been a global issue. The negative impacts of this includes serious barrier to supportive government policies and detrimental effects to the quality of life of the stigmatized persons. Earlier studies suggest that stigma has been observed among professionals such as medical doctors, nurses, and counselors. This research aims to understand how students of related academic fields such as medicine, psychology, and counseling regard persons with schizophrenia as measured by the Bogardus Social Distance Scale. The study was conducted to 230 students studying in health-related fields (Medicine, Psychology, and Counseling students). Analysis of data were conducted with an independent t-test, One-way ANOVA, and Simple Regression techniques. The results show that students from the health-related field have serious issues with stigma. The majority of the students are not willing to include a person with schizophrenia as their family member or caregiver. Students who have had earlier contact them tend to have lower stigma. However, students who have family members with schizophrenia have a higher stigma. The medical students tend to have higher stigma compared to psychology and other students.]]>
<![CDATA[Slowly But Sure: A Language Deficit of a Child with Down Syndrome ]]>
<![CDATA[Aisyah Tiara Rahmah]]>;
<![CDATA[Emy Sudarwati]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.02.08
<![CDATA[This is a case study research in this paper reports on findings from the case study (syntactic and morphological) in an individual diagnosed with a genetic disorder, Down Syndrome (DS), that affect language development without getting the help of any official therapists. We perform pragmatic and phonological analyses alongside morphology and syntactic analyses on data collected from studying documents, observation, and interview results. The qualitative descriptive linguistic method is used in this study to provide a detailed description. The result shows some deficits performed by the DS caused by articulatory limitation, difficulty to follow some words in long statements, and difficulty to respond to the topic that he has not known before.]]>
<![CDATA[Disability Profile and Accessibility Limitations among Persons with Physical Disability in Nigeria ]]>
<![CDATA[Chidozie Emmanuel Mbada]]>;
<![CDATA[Oluwatoyin Olatoye]]>;
<![CDATA[Funminiyi Olatoye]]>;
<![CDATA[Clara Fatoye]]>;
<![CDATA[Isaiah Adewale Oyewole]]>;
<![CDATA[Kayode Israel Oke]]>;
<![CDATA[Opeyemi Ayodiipo Idowu]]>;
<![CDATA[Jamiu Opeyemi Yusuff]]>;
<![CDATA[Daniel Oluwatimilehin Ibidunmoye]]>;
<![CDATA[Francis Fatoye]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.02.01
<![CDATA[Purpose: To evaluate disability profile and accessibility limitations among Persons Living with Disabilities (PLWDs) in Nigeria. Methods: 61 PLWDs (44 men, 17 women) consented for this study. World Health Organization Disability Assessment Schedule 2.0, Facilitators and Barriers Survey for People with Mobility Limitations version 2, Barthel Index, and Medical Expenditure Panel Survey Questionnaires were used to obtain data on physical disability profile, level of access barriers, activities of daily living and quality of access to health care respectively. A proforma was used to collect information on socio-demographic characteristics. Data were analyzed using descriptive and inferential statistics. Alpha level set at p< 0.05. Results: Prevalence of mobility, visual and hearing impairments were 60.7%, 21.3% and 6.6% respectively, There was a 11.5% rate of functional limitation while mild difficulty with cognition and life activities were reported among 96.7% and 65.6% of the respondents. 24.6% of the respondents had partial mobility dependence. There was low quality of access to health care (67.2%), high access barrier to home environment (73.8%) and transportation (93.4%). Conclusion: The PLWDs have high mobility impairment and face barriers in accessing healthcare, transportation and environment.]]>
<![CDATA[Readiness of Special-Needs Schools in Developing Oral Language Skills Programs for Deaf Students ]]>
<![CDATA[Imas Diana Aprilia]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.02.17
<![CDATA[Limited learning programs in developing spoken language, as well as the inconsistency of teachers in implementing oral language communication, are allegedly the main causes of poor communication skills, especially for hearing impaired students. In contrast to this, oral language skills are a prerequisite for having communication with others. The present study draws attention to receive a description of the school (teacher) readiness in developing oral language skills programs for students with hearing impairment. Conducted through descriptive qualitative method, the current project explores data from the chosen teachers of grade 2, 3, and 4, as well as PKPBI teachers through interviews, observation and documentation study. The data analysis technique is performed through data reduction, data presentation, drawing conclusions and verification. The findings disclosed that the oral language program planning is based on incidental needs analysis. The oral language skills program is still developed separately from the PKPBI program and communication training (either speaking or articulation). Likewise, conversational competence as a basis for developing communication has not become a definite program and is only applied to certain themes. The implementation of the oral language skills program is carried out partially with different learning patterns and methods, namely the global word method and the maternal reflective method (MMR). The teacher's evaluation was limited to correcting phonemes, repeating simple sentences and once into integrated thematically. The faced constraints are the availability of supporting infrastructure such as PKPBI room and articulation room that have not been optimized and the limited number of speech experts and PKPBI teachers. For such obvious reason, the seriousness and consistency of schools are highly necessary in developing oral language skills programs as the main focus during the learning process at each grade level by providing opportunities for all teachers to possess integration with PKPBI program and thematic articulation training programs using the reflective maternal method (MMR).]]>
<![CDATA[Alternative Augmentative Communication "Wofal" for Children with Down Syndrome ]]>
<![CDATA[Yuli Afmi Ropita Sari]]>;
<![CDATA[Rini Lestari]]>;
<![CDATA[Neneng Maya Komalasari]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.02.09
<![CDATA[This research is motivated by the existence of communication problems in children with Down syndrome. Communication problems on the subject are related to the use of language in their environment. The data obtained from the subject's parents, teachers and tutors experienced problems in expressing their own desires. The purpose of this study is to help subjects communicate with their environment. Communication uses tools that are made based on the needs and abilities of the current subject. The tool created is called "Wofal". This tool is in the form of modified images with an attractive shape and easy to use subjects. The first stage of using the tool introduces the images that the subject will use in communicating. Second, the subject was asked to stick to his wishes and choose an image. The picture consists of the subjects' daily activities at home and at school. After intervention to the subject, the results were obtained. According to teachers, parents and tutors, this tool makes it easier for subjects to communicate. Usually teachers, tutors and parents do not understand what the subject wants. After this tool the crying behavior of the subject became less. So, this tool makes it easier for subjects to communicate in their environment.]]>
<![CDATA[The Resilience of Single Mothers with Special Needs Children in Supporting Their Education and Fulfilling Their Needs During The COVID-19 Pandemic ]]>
<![CDATA[Wylen Djap]]>;
<![CDATA[Angaripeni Mustikasiwi]]>;
<![CDATA[Oki Hermawati]]>;
<![CDATA[Dadang Irawan]]>;
<![CDATA[Erwin Santosa]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 8 No. 2 (2021) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2021.008.02.10
<![CDATA[A single mother has to face quite complicated conditions, especially for children with special needs during the Covid-19 pandemic. Many activities have changed due to large-scale social restrictions in Jakarta and its surroundings, including studying and teaching. All educational activities are conducted online. Single mothers have to consider fulfilling their children's needs while dealing with their children doing online school. This qualitative research uses a phenomenological study of four single mothers as participants with special needs children aged 15-22 years who struggle to raise them. This study shows that mothers have strong resilience because they adapt to conditions and need support from family, friends, and the environment.]]>
