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dc.contributor.authorUlfa, Dwi Arnia
dc.contributor.authorSunardi, S
dc.contributor.authorRohmad, Zaini
dc.date.accessioned2018-08-10T07:03:12Z
dc.date.available2018-08-10T07:03:12Z
dc.date.issued2018-04
dc.identifier.citationPermendiknas No. 70 th. 2009 tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa Khairunnisa, Khutamy, dkk. (2017). Kurikulum Untuk Anak Berkebutuhan Khusus Di Sekolah Inklusif. Proc. 7th ICSAR on Malang, Indonesia, 2017, 73-79 Kepmen PU No. 468/KPTS/1998 tentang Persyaratan Teknis Aksesibilitas Pada Bangunan Umum Dan Lingkungan ASB. (2009). Aksesibilitas Fisik. Yogyakarta: Arbeiter-Samariter-Bund Deutschland. Komardjaja, Inge. (2009). Infrastruktur Pecinan yang Mudah Diakses Mendukung Pariwisata yang Aksesibel. Jurnal Pemukiman. 4 (2). Hal. 110-120 Debele, Aderie Feye. 2017. The Study of Accessibility of the Physical Environment of Primary Schools to Implement Inclusive Education: The Case of Addis Ababa, Ethiopia. Imperial Journal of Interdisciplinary Research. 2 (1). 26-36. Devi, Sangita, Soumya Goyal, dan Savita Ravindra. 2013. Evaluation of Environmental Barriers faced by Wheelchair Users in India. Disability, CBR & Inclusive Development. 24 (3). (61- 73) Ramli, Nur Hidayahtuljamilah, Shamsidar Ahmad, & Mawar Haji Masri. 2013. Improving The Classroom Physical Environment: Classroom Users’ Perception. Procedia - Social and Behavioral Sciences. 101 ( 2013 ). 221 – 229 Kang, Lin-ju, dkk. 2017. Environmental Barriers to Participation of Preschool Children with and without Physical Disabilities. International Journal of Environmental Research and Public Health. 14 (518). 1-12. Sugiyono. 2015. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta ASB. 2009. Aksesibilitas Fisik.Arbeiter-Samariter- Bund Deutschland.Yogyakarta. UNICEF. 2014. Access to School and the Learning Environment I - Physical, Information and Communication (Companion Technical Booklet). New York: UNICEF.id_ID
dc.identifier.issn2503-5185
dc.identifier.urihttp://hdl.handle.net/11617/10245
dc.description.abstractThis study aims to evaluate the physical accessibility of inclusive schools for children with special needs under the provisions of UNICEF. The method in this research is descriptive qualitative. Data collection technique is done by interview, observation and documentation. Interviews were conducted with children with special needs, while observation was conducted in four inclusive schools in Surakarta City. Data were analyzed using triangulation. Based on the results of the study found that the problem of physical accessibility for children with special needs in inclusive schools is that it can be concluded that the problems are school yard is still uneven, pebbly, and rocky, difficulties mobility inside or outside the classroom, difficul in classroom due to seating arrangements, and mobility difficulties due to the many stairs in the school. In addition, four schools there are still unmet components of UNICEF’s physical accessibility components. So schools should more attention to providing physical accessibility for children with special needs in schools.id_ID
dc.language.isoen_USid_ID
dc.publisherThe 2nd International Conference On Child-Friendly Education (ICCE) 2018id_ID
dc.subjectphysical accessibilityid_ID
dc.subjectchildren with special needsid_ID
dc.titleThe Physical Accessibility for Children with Special Needs: Study at Inclusive Schools in Surakarta Cityid_ID
dc.typeArticleid_ID


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