Unesa.ac.id. SURABAYA—Indonesia is a country that has commitment and attention to people with disabilities. Since ratifying the Salamanca Declaration in 1997, and the UN Convention on the Rights of Persons with Disabilities (CRPD) in 2011, 'plus six two' countries have had around 40,165 inclusive schools. p>
Nevertheless, in realizing inclusive education we still face a number of challenges, two of which are, 1) limited teaching staff who have competence in learning about disabilities, and 2) Accessibility in inclusive schools is still very lacking or not accessible.
Accessibility is the convenience provided for people with disabilities to realize equal opportunities in learning and developing personal potential.
“From experience and findings "We are in various regions and cities, and found in several mentoring activities, these are the two main challenges that need to be of common concern," said Prof. Wagino delivered his inauguration speech as a professor at Surabaya State University (Unesa) in December 2024.
In responding to these challenges, the professor in the field of assistive technology proposed several solutions that must be pursued together. First, increasing capabilities and increasing the number of teaching staff who have competence in teaching students with disabilities.
Second, the need to fulfill accessibility through an appropriate accommodation approach or AYL . This approach is an appropriate modification and adjustment to guarantee the enjoyment or implementation of all human rights and fundamental freedoms of persons with disabilities based on equality.
Third, assistive technology innovation to fulfill and increase accessibility in inclusive schools. Assistive technology is goods, equipment, programs or software, or any product system that is used to increase, maintain or improve the functional abilities of people with disabilities.
On that occasion, Wagino presented assistive technology innovations that he had developed himself as well as with the research and innovation team. First, smart disability diagnosis for teachers in helping students with disabilities in school, starting from identification, assessment, to getting profiles of students.
Second, robots stimulate communication development autistic child. "This innovation has been disseminated in the SEAMEO SEN forum and at the UTeM (Universiti Teknikal Malaysia Melaka) Malaysia innovation center," said the lecturer who is homebased at the Faculty of Education (FIP).
Innovation smart disability diagnosis can increase the accessibility of diagnosis, especially in areas with limited professionals. Also, the application really helps teachers in inclusive schools and practitioners in early detection and data-based insights to support planning more effective intervention programs.
“Meanwhile for communication development stimulation robots can increase attention, eye contact and response social issues in autistic children," he explained.
Wagino conveyed recommendations to increase the accessibility of people with disabilities in education, namely that policies are needed that encourage increased development and use of assistive technology in education.
To improve Quality inclusive education requires cross-sector collaboration between government and universities universities, the private sector and society to develop innovative and affordable technological solutions.[*]
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Reporter: Mochammad Ja'far Sodiq (FIP)
Editor: @zam*
Photo: UNESA PR Team
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