scholarly journals AKSESIBILITAS PENYANDANG TUNADAKSA

2018 ◽  
Vol 5 (1) ◽  
pp. 83
Author(s):  
Ezza Oktavia Utami ◽  
Santoso Tri Raharjo ◽  
Nurliana Cipta Apsari
Keyword(s):  
Data Collection ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Institutions ◽  
Final Conclusion ◽  
Literature Study ◽  
Collection Method ◽  
Persons With Disabilities ◽  
The Disabled ◽  
Institute Of Technology

AbstractAccessibility is a component of the implementation of inclusive Education that must be met. Aiming to facilitate students with disabilities to do mobility and access on campus, so that students with disabilities can perform activities independently without any obstacles and constraints of its diffability. The existence of accessibility to the building of inadequate educational institutions creates a barrier for persons with disabilities. Accessibility in this study focused on the accessibility of people with physically disabled by taking the case of buildings located at the Bandung Institute of Technology (ITB) located in Jatinangor. The data collection method used is physical field observation, literature study taken from textbook, article, and internet exploration. The final conclusion shows that accessibility of institutional buildings still has not reached perfectly in accordance with existing standards to be accessible to persons with disabilities and not yet fulfilling accessibility principles; safety, convenience, usability, independence. However, some buildings have tried to present the elements of accessibility that is sufficient to provide convenience for the disabled as a user of the building.Abstrak Askesibilitas merupakan suatu komponen dari pelaksanaan Pendidikan inklusi yang harus dipenuhi. Bertujuan untuk memudahkan mahasiswa difabel untuk melakukan mobilitas dan akses yang ada di kampus, agar mahasiswa difabel dapat melakukan aktifitas secara mandiri tanpa hambatan dan kendala-kendala difabilitasnya. Keberadaan aksesibilitas pada bangunan institusi pendidikan yang belum memadai menimbulkan hambatan tersendiri bagi penyandang disabilitas. Aksesibilitas dalam kajian ini difokuskan kepada aksesibilitas pada penyandang Tunadaksa dengan mengambil kasus bangunan yang terdapat di Institut Teknolgi Bandung (ITB) yang berlokasi di Jatinangor. Metode pengambilan data yang digunakan adalah dengan observasi lapangan fisik, studi literatur yang diambil dari buku teks, artikel, dan penjelajahan internet. Hasil riset menunjukkan bahwa aksesibilitas bangunan institusi masih belum mencapai sempurna sesuai dengan standar yang ada untuk dapat diakses oleh penyandang tunadaksa serta belum memenuhi asas aksesibilitas; keselamatan, kemudahan, kegunaan, kemandirian. Namun, sebagian bangunan telah berusaha menghadirkan elemen-elemen aksesibilitas yang cukup memberikan kemudahan bagi penyandang Tunadaksa sebagai pengguna bangunan. 

scholarly journals Readiness for Training Disabled Students in Academic Staff of Universities

2018 ◽  
Vol 23 (2) ◽  
pp. 68-76 ◽  
Author(s):  
N.Y. Sorokin ◽  
T.G. Lukovenko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Staff ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Persons With Disabilities ◽  
Professional Self ◽  
The University ◽  
High Degree ◽  
Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

Regulatory mechanisms for ensuring accessibility, individualization and inclusion of vocational education for the disabled and people with disabilities in rural areas of Russia

2020 ◽  
pp. 19-30
Author(s):  
V. G. Novikov ◽  
E. A. Gridasova ◽  
Yu. A. Kulikova ◽  
S. A. Gorokhov
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Agricultural Education ◽  
Rural Areas ◽  
People With Disabilities ◽  
Legal Regulation ◽  
Rural Residents ◽  
Persons With Disabilities ◽  
The Disabled

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

Education of students with disabilities in higher education

2019 ◽  
Author(s):  
Екатерина Михальчи ◽  
Ekaterina Mihal'chi
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Persons With Disabilities ◽  
Education Of Students ◽  
Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

scholarly journals The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

1970 ◽  
pp. 329-342
Author(s):  
Boubacar Sidi Diallo
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Progress ◽  
Social Situation ◽  
Quality Education ◽  
Educational Institutions ◽  
Right To Education ◽  
Persons With Disabilities ◽  
The Right

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

SIMBOLISASI DALAM NOVEL SANG ALKEMIS KARYA PAULO QUELHO

2019 ◽  
Vol 7 (4) ◽  
pp. 79
Author(s):  
Endang Maruti
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Old Age ◽  
Qualitative Approach ◽  
Data Sources ◽  
The Novel ◽  
Note Taking ◽  
Literature Study ◽  
Collection Method ◽  
Data Collection Method

The research aims to uncover the symbols in the novel The Alchemist and to gain knowledge about the moral teachings in the symbol. This research is descriptive qualitative approach. Data sources in this study are words, phrases or sentences in the novel Alchemist. Data collection method is a literature study method with note taking technique. Data were analyzed using description and content analysis methods. The results showed that the novel The Alchemist contained many symbols. These symbols include: (1) wise parents, who symbolize both negative and positive things. From his appearance, parents can symbolize something bad, but behind his old age he symbolizes a knowledge that is very much and wise; (2) stones that symbolize something hard, not easily broken, and can provide clues to something; and (3) deserts or deserts which can be interpreted as symbols of drought, aridity, unattractiveness, emptiness, despair, determination for ignorance, and also as symbols of devotion.  

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

scholarly journals Cultural Acculturation of Yemeni Zapin Dance and Malay Dance in Malaysia As A Means of Islmic Teaching

Jurnal CMES ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 60
Author(s):  
Hafis Muzakir ◽  
Ahmad Jazuli
Keyword(s):  
Data Collection ◽  
Research Literature ◽  
Musical Instruments ◽  
Point Of View ◽  
Literature Study ◽  
Collection Method ◽  
Historical Approach ◽  
Data Collection Method ◽  
Cultural Diffusion ◽  
Descriptive Qualitative

<p>This research was conducted to explain the cultural acculturation of the Yemeni and Malay zapin dance as a means of da'wah Islamiyah in Malaysia. The method used in this research is descriptive qualitative. In this research, literature study was also carried out as a data collection method. There is a theory in this research, namely the theory of cultural diffusion and from the point of view of a historical approach. The aim of this research is to reveal the acculturation elements of the Yemeni and Malay zapin dance. Then describe the Islamic da'wah function and the value between the two parties behind the zapin dance. The results that can be concluded from the acculturation of the Yemeni zapin dances and the Malay dances in Malaysia are producing all kinds of changes including the elements of dancers, musical instruments, movements, and the lyrics or songs used in these dances.</p>

Disability and Education in Cameroon

2021 ◽  
pp. 163-179
Author(s):  
R. Ndille
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Persons With Disabilities ◽  
Significant Volume ◽  
Inclusive Settings ◽  
Personal Experiences ◽  
Living Theory

This chapter draws on the author's own experiences as a student and educator to provide another perspective of inclusive education in Cameroon. It is a call to attention to the day to day challenges that students with disabilities face in acquiring education in inclusive settings in the country. It may suffice for policy to state that education for persons with disabilities is best provided in inclusive environments based on their perceived advantages. However, an on-the-spot appreciation of the experiences of those in the field may reveal alternative results. This may be due to the milieu, the ignorance or negligence of those put as caregivers, and the non/poor implementation of policy. The author argues that while a significant volume of research is available in the country, presenting these experiences through a living theory methodology brings the reader closer to the personal experiences of students with disabilities and persons working with them. It further highlights issues which are often taken for granted when mainstream methodologies are adopted.

Inclusive Approach to Education for Children With Disabilities

2020 ◽  
Vol 3 (1) ◽  
pp. 121-139
Author(s):  
Shekh Farid ◽  
Mamata Mostari
Keyword(s):  
Students With Disabilities ◽  
International Development ◽  
Inclusive Education ◽  
Education Program ◽  
Unit Group ◽  
Research Approach ◽  
Persons With Disabilities ◽  
Development Organization ◽  
Inclusive Approach ◽  
Inclusive Policy

BRAC, a leading international development organization, has been working to ensure the rights of persons with disabilities to education through its inclusive education program. This article discusses the BRAC approach in Bangladesh and aims to identify its strategies that are effective in facilitating inclusion. It employed a qualitative research approach where data were collected from students with disabilities, their parents, and BRAC's teachers and staffs using qualitative data collection techniques. The results show that the disability-inclusive policy and all other activities are strongly monitored by a separate unit under BRAC Education Program (BEP). It mainly focuses on sensitizing its teachers and staff to the issue through training, discussing the issue in all meetings and ensuring effective use of a working manual developed by the unit. Group-based learning and involving them in income generating activities were also effective. The findings of the study would be useful for policy makers and other national and international organizations that are working on the issue.

Monitoring the Readiness of the Teaching Staff to Work in Inclusive Groups

2020 ◽  
Vol 8 (3) ◽  
pp. 17-22
Author(s):  
L. Il'ina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Volgograd Region ◽  
Monitoring Study ◽  
The Russian Federation ◽  
The University ◽  
Methodological Difficulties

The article presents the results of monitoring the readiness of the teaching staff to work with students with disabilities in educational institutions of higher education in the Astrakhan region, Volgograd region, Republic of Adygea, Republic of Crimea and Sevastopol. Information was collected by placing a questionnaire for teachers on the portal of higher inclusive education of the Russian Federation and analyzing the obtained quantitative data from General monitoring forms by region. The monitoring study confirmed the presence of a number of problematic aspects in ensuring the educational process for people with disabilities at the University: the need to develop inclusive competence of the teaching staff; the presence of psychological and methodological difficulties in organizing and conducting the educational process in inclusive academic groups; lack of sufficient knowledge about special technical means of training and skills of adaptation of educational and methodological support taking into account the educational needs of students of various nosological groups.

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