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

Authors
  • Rofiah, Nurul H.1, 2
  • Kawai, Norimune3
  • Nur Hayati, Elli4
  • 1 Graduate School for International Development and Cooperation (IDEC), Hiroshima University, Hiroshima, Japan
  • 2 Department of Primary Education, Faculty of Teacher Training and Education, Ahmad Dahlan University, Yogyakarta, Indonesia
  • 3 Graduate School of Humanities and Social Sciences, Hiroshima University, Hiroshima, Japan
  • 4 Department of Psychology, Faculty of Psychology, Ahmad Dahlan University, Yogyakarta, Indonesia
Type
Published Article
Journal
Jàmbá : Journal of Disaster Risk Studies
Publisher
AOSIS
Publication Date
Aug 30, 2021
Volume
13
Issue
1
Identifiers
DOI: 10.4102/jamba.v13i1.1159
PMID: 34522288
PMCID: PMC8424765
Source
PubMed Central
Keywords
Disciplines
  • Original Research
License
Unknown

Abstract

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.

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