This artoicle aims to demonstrate the importance of the relationship between philosophy and disability by exploring the perspective of the Dalihan Na Tolu philosophy, which originated from the culture of the Batak society in Indonesia. Batak society emphasizes loyalty and adherence to the deep-rooted and friendly philosophy of Dalihan Na Tolu. This philosophy forms the basis of the Batak society's social relationships, helping to determine social status, function, and attitude. Although Dalihan Na Tolu philosophy has been widely used as a guideline in social interactions, there has been minimal attention to its relevance in disability. Through qualitative research methods with a literature approach, this essay reveals that the Dalihan Na Tolu philosophy can raise awareness of people with disabilities by emphasizing the importance of equality, contextualization, and inclusiveness implemented through respect, love, and support. This essay emphasizes the need to integrate the Dalihan Na Tolu philosophy towards persons with disabilities as a framework for understanding and promoting the rights and well-being of individuals with disabilities. The results of this essay can contribute to creating a more equal, contextual, and inclusive environment for all society, especially for those with disabilities.
Psychology has been criticized for its tendency to personalize disability issues that have reinforced the stigmatization of people with disabilities as inferior individuals. In response to these critics, there has been a call for integrating the social model of disability into psychological studies and teaching. Against this background, the current study aimed to explore disability teaching in undergraduate programs of psychology at some universities in Indonesia. More specifically, the study wanted to identify the common focus and gap in disability teaching and the extent to which social model of disabilities have been integrated into the existing teaching practices. The orienting questions of this study included: how disability has been generally taught, through what kind of subjects, and what areas of teaching have been less developed. The study employed a qualitative methodology and involved six participants, who are lecturers of undergraduate psychology programs. Data collection was conducted by using semi-structured interviews and analyzed by using inductive thematic analysis. The findings of this study suggested three themes that represented two common focuses and a gap in disability teaching. These include: 1) focusing on disability as a special need, 2) people with disabilities as the focus of interventions, and 3) social model of disability as an underdeveloped area of teaching.
The Neurodiversity Internship Program at Ubongo Edutainment is an innovative initiative to address employment barriers faced by autistic adolescents transitioning from education to the workforce. The program integrates tailored training, mentorship, and inclusive workplace practices, fostering skills development, self-advocacy, and organizational inclusion. This paper presents a comprehensive program evaluation using qualitative research involving interns, mentors, and employees. Findings underscore the program's transformative effects on participants and the organization, highlighting its potential as a scalable model for fostering inclusion in employment. Recommendations for addressing systemic barriers, leveraging culturally relevant frameworks like Ubuntu, and scaling the initiative are discussed, with broader implications for inclusivity and equity in employment.
This paper analyzes Disability, Self, and Society by Tanya Titchkosky (2003) and The Disability Studies Reader, edited by Lennard J. Davis (2006), two seminal works in the field of disability studies. Davis compiles a thorough anthology that charts the theoretical and historical landscape of the field, while Titchkosky provides a phenomenological and reflective viewpoint on disability as a lived social reality. When taken as a whole, these texts offer a multifaceted perspective on disability that emphasizes the dynamic interaction between personal experience and social norms. Together, their contributions promote a critical rethinking of how disability is viewed, discussed, and dealt with in social and academic settings.
Employment remains a persistent challenge for individuals with visual impairments in Indonesia, often due to structural barriers, societal biases, and limited workplace accommodations. This initial qualitative case study explores how two visually impaired, millennial female professionals in Jakarta, Indonesia succeed in formal employment. The findings reveal five key themes that shape their experiences: (1) Institutional & Organizational Support, including accessible infrastructure and inclusive policies; (2) Personal Resilience & Self-Advocacy, highlighting determination and proactive communication; (3) Technical Proficiency & Continuous Learning, underlining the importance of assistive technology and ongoing skills development; (4) Peer Collaboration & Workplace Dynamics, emphasizing teamwork and mutual understanding; and (5) Emotional Impact & Identity Transformation, illustrating how adapting to unexpected challenges can redefine one’s professional self. The findings from the two case studies show that combining individual drive with supportive environments can remove barriers and foster career success for visually impaired individuals.
The present study explores the application of disability theory in technical education, with a view to identifying the key barriers faced by students with disabilities and formulating inclusive strategies. The primary objective is to cultivate equitable and competency-aligned technical education through curriculum adaptation, assistive technology, and accessible infrastructure. Utilising a qualitative systematic literature review (SLR) approach, a comprehensive analysis of 48 peer-reviewed articles published between 2019 and 2024 was conducted. These articles were subjected to content analysis to extract thematic patterns related to structural, cultural, and technical barriers. The findings indicate that students with disabilities encounter constrained access to physical infrastructure, adverse social perceptions, and an absence of adaptive learning technologies. The study emphasises the importance of inclusive curriculum design and assistive tools such as screen readers and real-time transcription applications to enhance participation without compromising competency standards. The novelty of this study lies in its integrative synthesis of disability theory into technical education, offering a strategic framework that bridges inclusive pedagogy, infrastructure reform, and technological innovation. These insights contribute to the development of more inclusive technical education, especially in under-researched regional contexts.
Indonesia is predicted to start experiencing a nationwide aging population by 2035. An increase in the elderly population is synonymous with physical and mental decline and the risk of becoming disabled. This research aims to explore the complexity of the challenges of elderly with disabilities and efforts to realize social inclusion. This research uses a qualitative method with a case study approach. Data collection was carried out through Focus Group Discussion (FGD) with several relevant regional apparatus organizations including the Regional Development Planning Agency and the Social Service of Yogyakarta Province. The findings of this study show that the complexity of the challenges of elderly disabilities is the result of the intersection between cultural and structural aspects. Therefore, it is necessary to explore the challenges of the elderly with disabilities in the perspective of social exclusion, especially related to the discourse of redistribution and moral underclass
The issue of reproductive health among adolescents with disabilities is frequently disregarded, primarily due to the prevailing misconception that they lack sexual desire. This situation gives rise to inadequate reproductive healthcare and education for this vulnerable group. The issue of menstrual health, particularly among adolescents with disabilities, has been the subject of only limited research and attention. The present study set out to examine the obstacles encountered by adolescents with disabilities in dealing with menstruation and to shed light on the prevailing societal misunderstanding that they are not asexual beings. The study thus sought to underscore the necessity for further attention to be given to reproductive health education for people with disabilities. A systematic literature review was conducted using the PRISMA method. A comprehensive database search was conducted on ScienceDirect, SpringerLink, ProQuest, and PubMed to identify studies that met the specified criteria. The search was limited to articles published between 2018 and 2022. The ten articles that met the inclusion criteria for the final review revealed that the obstacles encountered included a paucity of understanding about the severity of menstrual symptoms experienced by adolescents with disabilities, a paucity of information and support from families, and a paucity of knowledge regarding MHM in adolescents with disabilities. There is a need for training on personal hygiene for families and caregivers to better assist adolescents with disabilities in managing menstruation, along with targeted reproductive health education, to improve their overall quality of life.
The enhancement of the quality of life for all individuals is an imperative component of societal advancement. This is a principle that pertains to the disabled population as a particularly vulnerable group. In Indonesia, the estimated number of disabled labourers is projected to reach 720,748 in 2022. Despite this figure having increased by 160.18% since 2021, it is anticipated that the involvement of people with disabilities in the formal sector will remain low until 2023. The objective of this research is twofold: firstly, to analyse the extent of legal awareness and protection for disabled workers, and secondly, to determine a solution for the discrepancy between legal provisions and awareness about employment opportunities for disabled workers. In order to analyse these gaps and formulate solutions to the identified problems, this research employs a qualitative research design that utilises a normative juridical approach. Despite the existence of legal provisions in Indonesia to support the United Nations' disability inclusion strategy, empirical evidence indicates that legal awareness and protection remain inadequate. It is anticipated that the government will not only formulate legal instruments to safeguard the rights of disabled individuals but will also oversee the employment of disabled individuals within both governmental and private sector organisations.
This Is How We Talk: A Celebration of Disability and Connection was written by Jessica Slice & Caroline Cup, illustrated by Kayla Harren. It was published in July 2025 by Dial Books for Young Readers, an imprint of Penguin Random House. Consisting of 48 pages, this book is a picture book aimed at children but can also be enjoyed by adults. In short, this is a colourful and inclusive picture book, showcasing diverse ways of communicating. It is an engaging book for children to read and discuss with their teachers and parents.
There are many factors that influence the learning process of students with disabilities in higher education. This study aims to determine the factors that support the academic success of students with disabilities in inclusive universities. Researchers in this study used a qualitative approach. Data collection in this study was conducted using questionnaires and interviews. This study involved thirty-seven students with disabilities, consisting of students with visual disabilities, physical disabilities, mental disabilities, and Deaf students. They are students with disabilities who excel in academic and non-academic fields. Their success is achieved with hard work and help or support from others. The results of this study found that there are two factors that support the academic achievement of students with disabilities in inclusive universities, namely internal factors and external factors. Internal factors are factors that come from within students with disabilities, such as motivation, self-confidence, locus of control, mental strength, adaptability, intellectual ability, and communication skills. External factors are factors that come from outside students with disabilities, namely support from others, facilities and infrastructure, and learning tools.
In the era of society 5.0, high percentage of internet penetration in Indonesia also poses one of the risks, namely related to the misuse of children and person with disabilities's privacy and personal data. Protection of children and person with disabilities's personal data in Indonesia is an urgency that needs to be immediately accommodated in Indonesia regulations. Unfortunately, according the existing regulations, the protection of children's personal data is only found in the Indonesia Personal Data Protection Law and merely regulated in three articles. The problems and challenges in providing legal protection for children and person with disabilities's personal data in Indonesia are in the need for regulations which comprehensively regulate the protection of children's personal data. The Indonesia Personal Data Protection Law can be amended by also including three points, namely: the meaning of special processing, parental and guardian consent, and limitations on the processing of children's personal data.
This article explores the intersection of disability and gender, analyzing the compounded disadvantages individuals with disabilities face in education and employment contexts. Drawing from a wide range of academic sources, including feminist disability studies and labor market research, the paper examines how gender and disability intersect to create unique barriers for women and men with disabilities. The research highlights the structural inequalities in both education and employment that limit access to opportunities, focusing particularly on the African context. By analyzing these factors through a gendered disability lens, the study advocates for inclusive policies and practices that address both the challenges of gender and disability simultaneously.
Self-advocacy skills are essential for students with disabilities to effectively communicate their needs and obtain necessary accommodations, which are crucial for their academic success and independence. Despite the importance of these skills, students with high-incidence disabilities, including learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD), often enter the postsecondary education environment lacking the self-advocacy skills required to request accommodations. This study aimed to evaluate the impact of self-advocacy instruction using the Self-Advocacy and Conflict Resolution (SACR) training on the self-awareness of college students with LD and ADHD regarding their self-advocacy knowledge and skills. Participants were three first or second-year college students with high-incidence disabilities who had minimal experience requesting academic accommodations. Using a pre/post survey, the study measured participants' perceptions of their self-advocacy abilities before and after instruction. The results demonstrated a significant increase in participants' self-reported confidence and skills across several domains: self-identification, requesting and using accommodations, communication, and conflict resolution. Potential implications for self-advocacy instruction are discussed.
One of the objectives of the Sustainable Development Goals (SDGs) is to eradicate hunger and achieve global food security. People with disabilities are often confronted with socioeconomic challenges, stemming from their inability to access fundamental services and opportunities. This is largely due to their disability, which can impede their ability to participate fully in the workforce and generate income. Their condition limits access to sufficient food. This study aims to analyze the food security level of households with disabilities in Indonesia using SUSENAS data. To this end, we have employed a cross-tabulation analysis to address the research question. The study’s findings reveal that a significant proportion of households with disabilities in Indonesia are food insecure, characterized by food vulnerability, insufficient food intake, and food insecurity. This findings underscores the heightened vulnerability of households with disabilities in Indonesia to food insecurity, a phenomenon that is further compounded by their diverse socio-demographic characteristics. The Indonesian government must develop policies that specifically target people with disabilities and increase their access to sufficient food and existing opportunities.
This study investigates the accessibility of public spaces, particularly roads and sidewalks, for persons with disabilities in the city of South Sulawesi, Indonesia. This research is driven by the critical need to create an inclusive environment that serves all individuals, emphasized by the UN Convention on the Rights of Persons with Disabilities and Indonesian Law No. 8/2016. The purpose of this research is to evaluate infrastructure, identify obstacles faced by individuals with disabilities, and propose a model of disability-friendly public spaces. We used case study methods, focusing on the city of Parepare which involve the collection of in-depth interview data with people with disabilities, public space managers, and government officials, direct observation of roads and sidewalks, and analysis of relevant policy and regulation. We used thematic analysis to analyze the collected data, identifying key themes related to accessibility challenges and potential solutions. These findings reveal that the streets and sidewalks of Parepare often lack adequate accessibility features, such as sufficient width, smooth surfaces, and clear signage. Obstacles such as utility poles and parked vehicles further hinder mobility. The implication is the need for improved infrastructure design, policy implementation, and public awareness to enhance the quality of life for people with disabilities. This study recommends enhancing collaboration with the disability community, conducting regular audits of public spaces, and implementing universal design principles to create an inclusive environment and make Parepare a Disability Smart City (DSC).
This study explores the empowerment of persons with disabilities through guidance from Qur'anic verse Surah al-Nūr/24:61, offering ethical and spiritual frameworks to reduce discrimination and enhance well-being. The research emphasizes applying Qur'anic principles, including compassionate care, spiritual psychology, and ability-based empowerment, to the lives of persons with disabilities. Using an analytical exegesis method that incorporates historical, linguistic, and legal contexts, as well as literature reviews, the findings underscore the significance of eliminating stigma through empathy, enhancing mental well-being through spiritual connections, and empowering individuals according to their abilities. The verse directs able-bodied people to engage in inclusive social interactions, fostering acceptance and support for persons with disabilities. The study concludes that integrating Qur'anic values into social policies provides a comprehensive approach to creating inclusive and just societies, while offering insights for developing religiously informed, disability-inclusive policies that address the needs and dignity of all individuals.
The absence of culturally relevant and accessible literacy materials for the deaf community is a pressing concern that has persisted due to the failure of existing materials to adequately address the unique needs of this demographic. This article expounds on the endeavors to mobilize and promote a culture-based literacy movement for people with disabilities, with a particular focus on Deaf community. In this context, cultural literacy is defined as the understanding and appreciation of a culture's values, beliefs, and practices and the ability to express and interpret these elements through various forms of communication. Visual media constitutes the predominant medium for cultural literacy promotion among Deaf community. The Minangkabau folktale is selected due to its cultural richness. Beyond the transmission of values and norms, folktales are believed to play a pivotal role in shaping and reinforcing the Minangkabau identity of Deaf community. The collection of Minangkabau folktales is curated based on its cultural values. The selected folktale is then adapted into illustrated stories and transformed into animations. These animations, when presented in sign language by JBI (Juru Bahasa Isyarat, or” Sign Language Interpreters”), who play a crucial role in translating the content into sign language, are expected to not only make the content accessible but also to inspire and empower Deaf community. The creation of these animated folktales is poised to serve as a model for enriching cultural literacy materials, particularly for Deaf people.
This study examines the impact of the inclusive library program on access to higher education for people with disabilities in Indonesia. The study used a quantitative method with a survey approach, involving 150 students with disabilities from ten universities. The main objective was to assess how inclusive library facilities, assistive technology, staff training, and institutional policy support contribute to increased access to education. The research findings show that while the availability of accessible facilities and assistive technology in libraries is crucial, it alone is not enough to improve access to higher education for people with disabilities significantly. Instead, comprehensive training for library staff and strong institutional policies significantly impact access to higher education, indicating that these elements are essential in creating a supportive and inclusive educational environment. These results underscore the need for a holistic approach to developing library services that meet the unique needs of students with disabilities. The study concludes that policymakers and educational institutions should prioritize these factors to foster an inclusive academic atmosphere.
The interaction between self-efficacy and several demographic variables is still rarely explored in the context of explaining teacher’s attitude toward inclusive education practices. This paper therefore aims to investigate the relationship between these variables and their interaction in explaining teacher’s attitude. Ninety-five teachers participated in our study by completing questionnaires and psychological scales capturing their self-efficacy, demographic information, and attitude towards inclusive education. The results suggest that higher self-efficacy may predict higher score in attitude (R2 = 0.045, F(1, 93) = 4.41, p < 0.05), yet demographic variables cannot significantly act as predictors (R2 = 0.13, F(13, 81) = 0.89, p = 0.56). This study brings an important notion to prioritize strategies to increase teacher self-efficacy to foster the implementation of inclusive education practices.
