Kieron Sheehy, Petra Vackova, Saskia van Manen, Sherly Saragih Turnip, Khofidotur Rofiah, Alison Twiner
Children with special educational needs and disabilities (SEND) have a profoundly higher risk of death or injury than their peers when natural disasters occur. International policies call for inclusive disaster risk reduction education (DRRE) to help ameliorate this situation. This paper focuses on Indonesia, which has one the highest incidences of these disasters. A three-part structured literature review was undertaken regarding DRRE and children with SEND, followed by a questionnaire to in schools. Firstly, potential papers were screened against explicit criteria, yielding 23 papers for inclusion in the review. Secondly, these 23 papers were screened for identifiable DRR programmes, producing 12 items. Thirdly, evaluations of these 12 programmes were sought. The findings revealed that children with SEND were largely absent within the published research, the DRRE programmes, and all subsequent evaluations of the DRRE programmes. Questionnaire responses from 769 teachers from across Indonesia indicated that DRRE was often lacking, and that no programmes that were being used were accessible for all children. This is the first study to gain this insight and it concludes that there is a need for DRRE across mainstream, inclusive, and special schools, which has an inclusive and enagaing pedagogy that is accessible for all children. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Education, Childhood, Youth and Sport, The Open University, Milton Keynes, United Kingdom; Research Mobilities in Primary Literacy Education, Sheffield Hallam University, Sheffield, United Kingdom; Design Network for Emergency Management, Leiden, Netherlands; Department of Clinical Psychology, Universitas Indonesia, Depok, Indonesia; Department of Special Education, Universitas Negeri Surabaya, Surabaya, Indonesia; Hughes Hall, University of Cambridge, Cambridge, United Kingdom
