Disability-inclusive disaster risk reduction in schools: A confirmatory factor analysis

Area of Science:

• Education
• Disaster Risk Reduction
• Inclusion Studies

Background:

• The need for effective disability-inclusive disaster risk reduction (DiDRR) models in educational settings is critical for ensuring the safety of all students.
• Existing models may lack empirical validation or specific focus on the unique challenges within school environments, particularly for children with special needs.

Purpose of the Study:

• To examine the validity and reliability of construct variables and indicators for the DiDRR model within primary schools.
• To determine the contribution of various factors in measuring DiDRR variables and confirm the model's suitability with empirical data.
• To develop a validated DiDRR model for inclusive elementary school settings.

Main Methods:

• Explanatory research design utilizing purposive sampling.
• Questionnaire data collected from 147 principals and teachers in primary schools in Yogyakarta Province, Indonesia.
• Statistical analysis to test construct validity, reliability, and model fit.

Main Results:

• Key factors for DiDRR in schools include: identifying/supporting children with special needs, accessibility, meaningful participation, non-discrimination, strategy/method, and collaboration/networking.
• Accessibility was identified as the strongest contributing factor to the DiDRR model.
• The modified DiDRR model demonstrated good fit with the empirical data, confirming its suitability for inclusive elementary schools.

Conclusions:

• The study provides a validated DiDRR model for inclusive elementary schools, emphasizing the crucial role of accessibility.
• The findings offer valuable insights for implementing effective disaster risk reduction strategies that cater to children with special needs.
• Further research across different provinces is recommended to enhance the generalizability of the findings.