[P28] Disaster Educational Programs for Children with Special Needs 20 Years After the 2004 Tsunami: An Interdisciplinary Study of a Special Support School in Banda Aceh in Indonesia
| Affiliation | Tohoku University |
|---|---|
| Author | Boret Sebastien |
| Co-Author | Hyejeong Park （Tohoku University ） Alfi Rahman （Syiah Kuala University ） Muzayin Nazaruddin（Islamic University of Indonesia） Yulia Direzkia（Provincial General Hospital） Pradytia Putri（Gadjah Mada University） DM Ria Hidayat（iSLB TNCC, Aceh） |
Keywords
- Disability
- Indonesia
- Disaster Education
Outline
This poster examines the development of inclusive disaster education in the schools in Banda Aceh twenty years after the 2004 Indian Ocean tsunami. ‘Leave No One Behind’ is a United National Sustainable Development Group (UNSDG) principle that encourages states to develop more inclusive and accessible societies. Extended to the domain of disaster prevention, this philosophy opens the door to a long-awaited call for more inclusive disaster preparedness among vulnerable groups, especially people with disabilities. Indonesia is a nation that embraces inclusiveness with campaigns promoting more access to education for vulnerable groups. The Ministry of Education, Culture, Research and Technology (MoERCT) is currently experimenting with the development of 'inclusive schools' where children with physical/cognitive disabilities can sit in regular classes alongside their 'regular' parents. In a country at risk of frequent disasters, such programs also demand the initiation of inclusive school-based disaster preparedness. This research fills the gap by developing disaster classes, materials, and tools adapted to children with physical and cognitive disabilities. Its interdisciplinary team comprises social scientists, clinical psychologists, therapists, NGOs, and scholars of disasters. Our leading partner is a Special Support School providing for children with all kinds of disability, where we developed disaster classes and materials to foster an understanding of disaster risk and awareness. Leaving no one behind, this case study allows us to consider all children with various abilities and needs. This study concludes with remarks on the possibility of applying their materials and findings in inclusive school settings and, more broadly, across society.
