Rofiah Nurul H, Kawai Norimune, Hayati Elli N
The Institute for Diversity and Inclusion, Hiroshima University, Higashi-Hiroshima, Japan.
Department of Psychology, Graduate for Psychology, Universitas Ahmad Dahlan, Yogyakarta, Indonesia.
Jamba. 2024 Jul 11;16(1):1559. doi: 10.4102/jamba.v16i1.1559. eCollection 2024.
This research examines the validity and reliability of the construct variables and indicators of the disability-inclusive disaster risk reduction (DiDRR) model in the school environment. It also aims to determine the contribution of aspects and indicators in measuring variables and confirm the hypothesised model's suitability with empirical data. The explanatory research uses the purposive sampling method to collect questionnaire data from principals and teachers ( = 147) of primary schools in Yogyakarta Province, Indonesia. The results showed that the factors responsible for the formation of DiDRR in school include identifying and supporting children with special needs, accessibility, meaningful participation, non-discrimination, strategy and method, collaboration and networking. Although each factor has a significant causative relationship with the DiDRR variable, accessibility is the strongest forming factor. The modified model meets the goodness of fit criteria, thereby leading to a DiDRR model for elementary schools in inclusive settings. The research only considered principals and teachers in Yogyakarta province. Therefore, further research needs to be carried out in other provinces and widen its potential generalisation of findings.
The research identified and examined the shaping factors of DiDRR in schools from the perspective of teachers and principals. Testing of the construct in the DiDRR model is intended to give more valid information about the concepts. It also acts as a guide when implementing it in schools to reduce risk and achieve broader targets for children with special needs and disabilities.
本研究检验了学校环境中包容性残疾灾害风险减少（DiDRR）模型的建构变量和指标的有效性与可靠性。其目的还在于确定各方面及指标在测量变量中的作用，并确认假设模型与实证数据的适配性。解释性研究采用目的抽样法，从印度尼西亚日惹省小学的校长和教师（(n = 147)）中收集问卷数据。结果表明，学校中DiDRR形成的影响因素包括识别和支持有特殊需求的儿童、无障碍环境、有意义的参与、非歧视、策略与方法、协作与网络。尽管各因素与DiDRR变量均存在显著因果关系，但无障碍环境是最主要的形成因素。修正后的模型符合拟合优度标准，从而得出了适用于全纳环境下小学的DiDRR模型。本研究仅考虑了日惹省的校长和教师。因此，需要在其他省份开展进一步研究，以扩大研究结果的潜在普遍性。
本研究从教师和校长的角度识别并检验了学校中DiDRR的形成因素。对DiDRR模型中建构的检验旨在提供有关这些概念的更有效信息。在学校实施该模型以降低风险并为有特殊需求和残疾的儿童实现更广泛目标时，它也可起到指导作用。
