Inclusive disaster risk reduction education. Evaluating sign supported books for Indonesian kindergartens
Bibliographic Data
| ID | 12578221 |
|---|---|
| Authors | Kieron Sheehy (0000-0001-7623-8400, The Open University, corresponding author), Budiyanto Budiyanto (0000-0001-7007-9066, Universitas Negeri Surabaya), Khofidotur Rofiah (0000-0002-8554-0043, Universitas Negeri Surabaya), Titis Fadhilah Tisnawati (Universitas Negeri Surabaya), Karina Wahyu Dewi (Universitas Negeri Surabaya), Michaela Hawkins (University of Gloucestershire), Sri Widayati (0000-0001-9938-6318, Universitas Negeri Surabaya) |
| Year | 2025 |
| Pages | 1-16 |
| Publication date | 2025-09-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2025.2557473 |
| OpenAlex | W4414393581 |
| Language | EN |
| References cited | 41 |
There is a need for inclusive disaster risk reduction education for Indonesian children. This research explores the use of sign supported big books (SSBB) in kindergartens as an original and engaging way to contribute to this area. Two evaluation methods were used: a questionnaire collecting data about the practices and perceptions of 119 teachers, who were using SSBBs, from across Indonesia and a counterbalanced experiment run across 12 classes. The questionnaire responses suggested that the SSBBs had a positive impact on classroom practice, supporting all children’s learning, including making the topic more accessible for children with special educational needs. Analysis of the data also revealed important associations between teachers’ beliefs about their own agency in responding to disasters and their use of the SSSBs. The experimental comparison found that the use of sign support significantly improved children’s understanding of the books, which complemented teachers’ perceptions of the SSBB approach’s effectiveness. Issues for future development of the approach raised by the research are discussed
Agency (philosophy · Data collection · Disaster risk reduction · Inclusion (mineral · Indonesian · Perception · Semi-structured interview · Sign (mathematics · Disaster Management and Resilience
Thematic analysis
Subawe, traditional knowledge, and faith-based organisations promoting social capital and disaster preparedness
Reconstruction of disaster education
Impacts of direct disaster experience on teachers’ knowledge, attitudes and perceptions of disaster risk reduction curriculum implementation in Central Sulawesi, Indonesia
Pathways to Disaster Risk Reduction Education integration in schools
Disability representation in Indonesian disaster risk reduction regulatory frameworks
Earthquake disaster preparedness training programme for hearing-impaired children
The development of Disaster Preparedness and Safety School model
Child-centred risk reduction and school safety
Disability through an inclusive lens
The effects of fatalism and denial on earthquake preparedness levels
Towards inclusive practice in Indonesian kindergartens
Inclusive disaster risk reduction education for Indonesian children
Developing Signalong Indonesia
The Supporting Effective Teaching (SET) project
Disaster risk reduction in early childhood education
Can Disaster Risk Education Reduce the Impacts of Recurring Disasters on Developing Societies
Playing through the Apocalypse
Attitudes of key professionals towards people with intellectual disabilities and their inclusion in society
| Citation velocity | historical |
|---|---|
| Highly cited | No |