Rofiah Nurul H, Kawai Norimune, Nur Hayati Elli
Graduate School for International Development and Cooperation (IDEC), Hiroshima University, Hiroshima, Japan.
Department of Primary Education, Faculty of Teacher Training and Education, Ahmad Dahlan University, Yogyakarta, Indonesia.
Jamba. 2021 Aug 30;13(1):1159. doi: 10.4102/jamba.v13i1.1159. eCollection 2021.
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.
有特殊需求的儿童是灾难发生时最脆弱的群体之一。在这种情况下，他们往往被排除在任何减灾活动之外；因此，在早期引入减灾教育有诸多益处。本研究旨在探索减灾教育的关键要素，研究范围限定在日惹一所融合教育环境中的小学。采用了包括焦点小组讨论和访谈在内的定性方法，以深入探究利益相关者对教育的看法。本研究确定了学校包容性减灾教育的六个关键要素：（1）积极主动地为所有学生开展自主减灾教育；（2）改造基础设施和学习环境，以容纳有特殊需求的儿童和其他学生；（3）拓宽减灾教育的学习方法；（4）增强儿童权能并让其有意义地参与；（5）学校管理层对开展减灾工作的认识和策略；（6）减灾教育中有广泛的利益相关者参与。这些要素有望改善此类项目的实施，从而提高儿童减灾教育的质量和可及性，并通过教师支持增强他们在减灾过程中的能力。
