Redefining disability in the context of ‘<i>masyarakat madani</i>’, an Indonesian model of inclusive society

Agustian, Hendra Y.

doi:10.1111/1467-8578.12152

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…Similar to other countries, people with learning disabilities are nearly invisible in Indonesian society and are considered one of the most stigmatised social groups (Agustian, 2017). The prevalence rate of disability in general for children in Indonesia is estimated at 0.48 per cent (Afkar et al, 2020), which indicates a significant underreporting of the population when compared to a 2017 5.1% global estimated prevalence of disability in children.…”

Section: Backg Rou N Dmentioning

confidence: 99%

Amplifying children's voices within photovoice: Emerging inclusive education practices in Indonesia

Bonati

Andriana

2021

Brit J Learn Disabil

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Inclusive education is being developed for the first time in Indonesia.• Children with learning disabilities have been excluded from regular schools in the past, but now some schools are welcoming these students.• Supporting social inclusion is important for students with learning disabilities who have been excluded from participating in school and their communities.• This article talks about how a research method called photovoice can be used to support social inclusion in school.• This article shows how photovoice can be used to understand how students with learning disabilities think and feel about social inclusion, their communities and belonging.

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Section: Backg Rou N Dmentioning

confidence: 99%

Amplifying children's voices within photovoice: Emerging inclusive education practices in Indonesia

Bonati

Andriana

2021

Brit J Learn Disabil

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“…Thus, the literacy rate by disability status compared with that without a disability is the lowest in this region, especially in Indonesia where less than 25% of children with special needs are enrolled at schools (Faragher et al, 2021;UNESCO, 2018). Unfortunately, these children with developmental disabilities and physical, mental and learning problems in various communities are hardly visible and recognised as one of the most stigmatised groups in society (Agustian, 2017).…”

Section: Introductionmentioning

confidence: 99%

Special Education Teachers’ Perceived Stress towards Transformational Teaching

Sujarwanto¹,

Saroinsong²,

Boonroungrut³

et al. 2022

INT J INSTRUCTION

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The impact of psychological factors on transformational teaching (TFT) performance has been widely considered in inclusive and special education. The main aim of this cross-country study was to investigate the role of bio-psycho symptoms (BPS), mindfulness and subjective well-being as serial mediators of the relationship between perceived stress and TFT among Indonesian and Thai special education teachers. A total of 368 participants--177 teachers from Indonesia and 191 teachers from Thailand--completed self-report measures assessing the mentioned variables. Descriptive and correlational analyses were conducted. Serial mediation analyses found that in addition to the negative direct effect of stress on TFT, subjective well-being was a mediator among Indonesian special education teachers, while BPS, mindfulness and personal well-being were serial mediators among Thai special education teachers. They can be recognised as partial mediations on the proposed model. Findings suggest that the effect of stress on TFT is weakened by mindfulness and subjective well-being. Importantly, special education teachers may benefit from evidence-based stress management interventions and mindful-wellness programmes to achieve better implications for their teaching.

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“…This form of education, where diversity is a philosophy, should extend to catering for diversity to include learning abilities and socio-economic status as well. The underlying philosophy of international education may be considered to be unity in diversity (Sylvester, 2001): everyone is invited, regardless of cultural background, linguistic difference, or learning abilities (Agustian, 2016). The corpus of literature does not, however, explicitly make a case for the status of inclusivity of international schools, which leaves unclear the extent to which understanding of inclusion is adopted.…”

Section: Introductionmentioning

confidence: 99%

Investigating inclusive practice in international schooling: a case study of two schools

Agustian

2021

Jnl of Research in Internatl Education

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Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs. Several approaches to evolving inclusive practice are highlighted. However, there are tensions between different stakeholders of international schools in defining inclusion; between the rhetoric of inclusion found in school documents and the reality, and between the original philosophy of international education and schools’ admission policies.

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Redefining disability in the context of ‘masyarakat madani’, an Indonesian model of inclusive society

Cited by 3 publications

References 19 publications

Amplifying children's voices within photovoice: Emerging inclusive education practices in Indonesia

Amplifying children's voices within photovoice: Emerging inclusive education practices in Indonesia

Special Education Teachers’ Perceived Stress towards Transformational Teaching

Investigating inclusive practice in international schooling: a case study of two schools

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