Improving Disaster Preparedness Services for People with Disabilities

Istiarsyah, Istiarsyah; Kamarullah, Kamarullah; Setiawan, Robiansyah; Dawi, Amir Hasan

doi:10.17977/um005v7i22023p248

Cited by 2 publications

(1 citation statement)

References 42 publications

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“…Through effective education and awareness, communities can take a proactive stance in disaster management, reducing the financial and human costs associated with response and recovery efforts [5], [10]. Furthermore, as disasters often disproportionately affect marginalized and vulnerable populations, DME serves as a tool for promoting social equity and inclusivity [3], [11]- [13].…”

Section: Introductionmentioning

confidence: 99%

Disaster mitigation education (DME): A bibliometric study from Scopus database

Suboh,

Rosemary,

Rahman

et al. 2024

IOP Conf. Ser.: Earth Environ. Sci.

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Natural catastrophes may be especially devastating in some countries. Thus, in disaster-prone areas, it is crucial that people get education on mitigation strategies so that they can be prepared for future calamities. Therefore, it is vital for all parties involved that research be conducted on mitigation education. This bibliometric study examines disaster mitigation education (DME) bibliographies in the Scopus database from 2011 to 2022 with the goal of mapping this research to guide future studies on the subject of disasters. The study process consisted of four steps: finding, filtering, correcting, and analyzing; each step was accomplished with the aid of a different program, such as Publish or Perish, Mendeley Desktop, and the VOSviewer application. Publication tendencies connected to mitigation education were examined, along with citations, authors’ collaboration, and the examination of keywords used in abstracts. Throughout the four phases, there were 13 issues that saw an increasing publishing rate throughout the aforementioned period. After that, the years 2015-2017 saw an increase in the issue’s citations before gradually declining again. Only ten authors, mostly from North American nations, worked together on studies of DME globally. Finally, the authors in this issue made frequent use of 16 abstract terms, the most common of which were “mitigation,” “student,” and “object.” According to these findings, there has been a dearth of research on the feasibility of incorporating disaster-prevention strategies into existing educational structures, including curricula, learning materials, and policies. Students should be taught about disaster preparedness at an early age so that future generations may avoid problems before, during, and after a crisis.

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Section: Introductionmentioning

confidence: 99%

Disaster mitigation education (DME): A bibliometric study from Scopus database

Suboh,

Rosemary,

Rahman

et al. 2024

IOP Conf. Ser.: Earth Environ. Sci.

View full text Add to dashboard Cite

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How Effective is Differentiated Instruction Model for Special Needs Students? Perspectives of Inclusive Teachers

Muksalmina,

Istiarsyah,

Kamarullah

et al. 2024

PICSAR

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In Indonesia, the inclusion of special needs children in mainstream education poses significant challenges, necessitating effective instructional strategies to meet their diverse learning needs. This study explores the effectiveness of Differentiated Instruction (DI) models in inclusive schooling settings, aiming to assess their impact on the learning outcomes and experiences of special needs children. Through telephone interviews with six teachers representing diverse educational backgrounds, this research delves into their experiences with implementing DI models. Thematic data analysis was employed to identify patterns, themes, and challenges associated with using DI in inclusive classrooms. The findings shed light on the effectiveness of various instructional strategies in meeting the unique needs of special needs children, while also uncovering barriers to effective implementation such as limited resources and inadequate training. Preliminary results indicate that DI models have the potential to enhance the learning experiences and outcomes of special needs children within inclusive settings. Teachers reported increased student engagement, motivation, and academic progress when employing tailored instructional approaches. However, challenges such as resource constraints and lack of training emerged as hindrances to effective DI implementation. This study underscores the importance of adopting student-centered instructional approaches to accommodate diverse learning needs in inclusive classrooms. Furthermore, it highlights the necessity for targeted professional development programs and resource allocation to support teachers in effectively implementing DI strategies. By contributing insights into best practices for supporting the educational success of special needs children in mainstream schools, this research adds to the ongoing discourse on inclusive education in Aceh.

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Improving Disaster Preparedness Services for People with Disabilities

Cited by 2 publications

References 42 publications

Disaster mitigation education (DME): A bibliometric study from Scopus database

Disaster mitigation education (DME): A bibliometric study from Scopus database

How Effective is Differentiated Instruction Model for Special Needs Students? Perspectives of Inclusive Teachers

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