Key elements of disaster mitigation education in inclusive school setting in the Indonesian context

Jàmbá: Journal of Disaster Risk Studies

 
 
Field Value
 
Title Key elements of disaster mitigation education in inclusive school setting in the Indonesian context
 
Creator Rofiah, Nurul H. Kawai, Norimune Hayati, Elli Nur
 
Subject Education;Psychology disaster education; children with special needs; disabilities; inclusive school; mitigation.
Description 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.
 
Publisher AOSIS
 
Contributor
Date 2021-08-30
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — The study applied a qualitative methodology for in-depth exploration and insight into the stakeholder's perspective of disaster mitigation education in an inclusive school setting. The methods applied were focus group discussion and interview
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/jamba.v13i1.1159
 
Source Jàmbá: Journal of Disaster Risk Studies; Vol 13, No 1 (2021); 8 pages 1996-1421 2072-845X
 
Language eng
 
Relation
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://jamba.org.za/index.php/jamba/article/view/1159/2040 https://jamba.org.za/index.php/jamba/article/view/1159/2041 https://jamba.org.za/index.php/jamba/article/view/1159/2042 https://jamba.org.za/index.php/jamba/article/view/1159/2043
 
Coverage Indonesia Yogyakarta children age 9-11 years old, male and female including children with special needs, teacher and principal age 28-59 years old;Ethnicity: javanese
Rights Copyright (c) 2021 Nurul H. Rofiah, Norimune Kawai, Elli Nur Hayati https://creativecommons.org/licenses/by/4.0
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