Key elements of disaster mitigation education in inclusive school setting in the Indonesian context

Abstract

Children with special needs are one of the most vulnerable groups when disasters occur. They are often excluded from any risk reduction conducted during such situations; therefore, introducing disaster mitigation education at the early stage has numerous benefits. This study aims to explore the critical elements of disaster mitigation education, limiting the scope to primary schools in an inclusive setting in Yogyakarta. A qualitative methodology involving focus group discussions and interviews was applied for in-depth exploration and insight into stakeholders’ perspectives on education. This study identified six key elements of inclusive disaster mitigation education in schools: (1) strong initiative to conduct self-initiated disaster risk reduction (DRR) education for all students; (2) modification of infrastructure and learning environment to accommodate children with special needs and other students; (3) broadening learning methods in DRR; (4) child empowerment and meaningful participation; (5) school management awareness and strategies for conducting DRR; (6) extensive stakeholder involvement within disaster mitigation education. These elements are expected to improve implementation of such programmes, thereby increasing the quality and accessibility of children’s disaster mitigation education, as well as increasing their capacity in the risk reduction process through teacher support.

Why is didactic transposition in disaster education needed by prospective elementary school teachers?

“…In addition, the keyword " pengetahuan bencana " has a connection with Sikap (attitude), Kesiapsiagaan (preparedness), Mitigasi (mitigation), Masyarakat (community), dan Pelatihan (training). It provides a close relationship between knowledge, disaster knowledge, and disaster mitigation knowledge as a necessary component of disaster mitigation education [ 40 ].…”

“…Disaster knowledge is connected, among others, to disaster risk and environmental literacy. The focus of studies on disaster knowledge is slightly discussed in research on disasters, even though this is very important and necessary [ 40 , [64] , [65] , [66] , [67] ]. Disaster knowledge is an ability to remember events that disrupt people's lives, both by natural and non-natural factors and human factors that can result in casualties, environmental damage, loss of property, and psychological impacts.…”

“…Knowledge of disaster and disaster mitigation is essential to ensure the availability and accessibility of accurate and reliable disaster risk information [ 10 , [68] , [69] , [70] ] through effective learning and disaster education implementation [ 19 , 71 ]. Disaster education can identify key factors, knowledge of disaster, and knowledge of mitigation [ 40 ] that will be driving the success of disaster management [ 10 , 72 , 73 ] so that the focus of studies on disaster mitigation and disaster knowledge [ [74] , [75] , [76] , [77] ] is used as a basis as preliminary study in the design and development of didactic transpositions in disaster education.…”

Pelatihan Remaja Siaga Peduli Bencana Tingkat Dasar Terintegrasi Pada Ektra Kurikuler Pramuka Di Sekolah Menengah Pertama Islam Terpadu Tunas Cendikia Baturaja

“…Kesiapsiagaan bencana gempa bumi remaja sangat diperlukan untuk mengurangi risiko dampak kerugian dan jatuhnya korban apabila sewaktu-waktu terjadi bencana, karena bencana gempa bumi tidak dapat diprediksi kapan waktu terjadinya. Kesiapsiagaan adalah serangkaian yang dilakukan untuk mengantisipasi bencana melalui pengorganisasian yang serta melalui langkah tepat guna dan berdaya guna (Rofiah, Kawai, & Nur Hayati, 2021). Pengetahuan merupakan faktor utama dan menjadi kunci untuk kesiapsiagaan bencana.…”

Comparison of Direct Instruction Model and Problem Based Learning as a Learning Alternative in Tegal Disaster-Prone Area

“…Furthermore, the National Disaster Management Authority has noted that, in 2017, there were 2862 disasters, of which almost 99% were hydrometeorological. These include floods (979), tornadoes (886), landslides (848), forest and land fires (96), droughts (19), earthquakes (20), tidal waves and abrasion (11), and volcanic eruptions (3) [7].…”