DOI: doi.org/10.21776/ub.ijds.2023.10.02.3
155
Perceptions of Students with Disabilities on Reasonable Learning Accommodations
at Universitas Negeri Padang
Meza Almayeni, Universitas Negeri Padang, Indonesia Marlina , Universitas Negeri Padang, Indonesia
Corresponding author:
Meza Almayeni,
Marlina,
Article history:
Received: 14 July 2023 Revised: 1 August 2023 Accepted: 5 October 2023
Published online at ijds.ub.ac.id
Copyright © 2023 Author(s) Licensed under CC BY NC
Abstract
Based on the initial survey conducted, there are still obstacles faced by students with disabilities to get proper accommodation in learning at Padang State University (UNP). These accommodations are in the form of model, media, material, and learning evaluation accommodations. This study was conducted with the aim of knowing the perceptions of students with disabilities regarding the feasibility of learning accommodations available at UNP. The research method used descriptive quantitative with 49 research subjects from 2015- 2022 who came from different study programs and types of disabilities. The data collection technique uses online surveys and questionnaires through the Google Form platform which is distributed on social media. The results showed that learning model accommodation was not feasible, learning media accommodation was not feasible, learning material accommodation was moderately feasible, and learning evaluation accommodation was moderately feasible in the perception of UNP students with disabilities.
Keywords: perception, disability, reasonable learning accommodations, higher education
1. Introduction
Since the enactment of Government Regulation No.13 of 2020, universities are obliged to provide reasonable accommodation for students with disabilities.
Accommodation must accommodate all educational processes, including learning.
Accommodation in learning is a form of support and services that must be provided by education providers so that students with disabilities get proper access just like non- disabled students in the context of learning. Accommodation in learning provided must be in accordance with the needs of students with disabilities (Pratiwi et al., 2018).
Disability can be interpreted as an inability experienced by humans due to damage to certain organs. Disability can affect a person's ability to carry out their role in the social environment (Marlina, 2015). Disability also has a variety and barriers consisting of physical disabilities (physical and motor barriers), intellectual disabilities (intellectual
barriers), mental disabilities (mental disorders), and sensory disabilities (sensory barriers such as; blind, deaf, and speech). Disability can be single, multiple or multiple in a person.
Disabilities have the same rights as non-disabled people, including taking lectures even though they have obstacles and needs that are different from students in general.
Sometimes with their differences, a person with a disability often gets discriminatory treatment from various parties, both physically and psychologically (Marlina et al., 2022).
Therefore, to overcome obstacles, the Government of Indonesia issued a regulation that requires every school or college to provide accommodation according to the needs of students with disabilities.
Universitas Negeri Padang (UNP), as an educational institution, also has a responsibility to implement the laws and government regulations. Based on an initial survey conducted, there are 49 registered students who are willing to participate as research respondents. These students have also expressed various complaints regarding the unfulfilled needs they have as disabled learners, especially in the learning process.
Learning at UNP has not yet been accommodated, including E-learning features that are less accessible as a system of the online learning model, learning media that are not yet available in various forms, learning materials that are difficult to understand and the lack of flexibility in the time provided by lecturers during the learning evaluation process.
Therefore, the existence of this research is to reveal in more depth how the overall perception of students with disabilities towards reasonable accommodation in learning at Padang State University. Reasonable accommodation in learning is divided into four scopes, namely learning model accommodation, learning media accommodation, learning material accommodation, and learning evaluation accommodation. Perception here can be interpreted as a human response to something experienced by humans themselves. It is related to what is around it so that it can produce information. If humans respond to something, it can be said that they are perceiving (Indriani & Marlina, 2020). A person will perceive if he is focused on the object being observed. What is perceived will also be different depending on human interest and attention to the perceived object (Nurheliza & Marlina, 2018).
2. Research methods
This research method is quantitative with a descriptive approach that aims to describe how the perceptions/opinions of students with disabilities towards accommodation models, media, materials, and learning evaluations at UNP in the form of numbers, percentages, diagrams, graphs, and charts (Sugiyono, 2017).
Data collection techniques were carried out through surveys and questionnaires.
The survey aims to collect how many respondents and to find out the initial opinions of students with disabilities on the accommodations available at UNP as an initial step in developing the background of the research problem (Adiyanta, 2019). The survey was conducted using a google form platform that was distributed on social media.
Respondents or research subjects who have been collected through survey techniques
are 49 people. So this research uses a totally sampling technique. All respondents were used as respondents in the study. The demographic conditions are as follows.
Table 1. Number of Respondents by Type of Disability Type of Disability Amount Percentage
1. Deaf Disability 17 34,7 %
2. Multiple Disabilities 1 2,0 %
3. Intellectual Disability 1 2,0 %
4. Visual Disability 14 28,6 %
5. Physical Disability 10 20,4 %
6. Speech Disability 1 2,0 %
7. Mental Disability 5 10,2 %
Total 49 100,0 %
Table 2. Number of Respondents Based on Gender
Gender Amount Percentage
1. Male 24 49,0 %
2. Female 25 51,0 %
Total 49 100,0 %
Table 3. Number of Respondents Based on Batch Batch Amount Percentage
1. 2016 1 2,0 %
2. 2017 2 4,1 %
3. 2018 4 8,2 %
4. 2019 10 20,4 %
5. 2020 10 20,4 %
6. 2021 13 26,5 %
7. 2022 9 18,4 %
Total 49 100,0 %
Table 4. Number of Respondents Based on Study Program
Study Program Amount Percentage
1. Bachelor of Special Education 29 59,2 %
2. Bachelor of Fine Arts Education 5 10,2 %
3. Bachelor of Fashion Design 1 2,0 %
4. Bachelor of Sports Science 1 2,0 %
5. Bachelor of Computer Science 1 2,0 %
6. Bachelor of Performing Arts Education 1 2,0 %
7. Bachelor of Civil Engineering 1 2,0 %
8. Bachelor of Visual Communication
Design 2 4,1 %
9. Bachelor of Social and Political Sciences
(Civic Education) 1 2,0 %
10. Bachelor of Library and Information
Science 1 2,0 %
11. Diploma in Library and Archival
Information 1 2,0 %
12. Bachelor of English Education 1 2,0 %
13. Bachelor of Psychology 1 2,0 %
14. Diploma in Remote Sensing and
Geographic Information Systems 1 2,0 %
15. Bachelor of Mathematics 1 2,0 %
16. Diploma in Makeup and Beauty Artistry 1 2,0 %
Total 49 100,0 %
In addition to surveys, questionnaires also serve as a data collection tool for research. A questionnaire is a data collection technique consisting of a set of statements regarding the issues within the research (Marlina, 2021). This research utilizes a closed system through Google Forms link. The link was distributed in the UNP Disabled Students Association's WhatsApp group for approximately one month. The questionnaire aims to reveal how suitable the accommodation of models, media, learning materials, and evaluation at UNP is perceived by disabled students.
The assessment of questionnaire items uses a Likert scale. The Likert scale is used to indicate how disabled students perceive the adequacy of accommodations in learning at UNP (Sudaryono, 2018). Items in the questionnaire consist of Favorable and Unfavorable. Favorable items support aspects within the variables, while Unfavorable items do not support these aspects (Azwar, 2021). The assessment for each item in the questionnaire is as follows.
Table 5. Likert scale assessment of statement items in the questionnaire (Azwar, 2021) Alternative Answers Favorable Unfavorable
Always 5 1
Often 4 2
Sometimes 3 3
Rarely 2 4
Never 1 5
Before the data is analyzed descriptively quantitatively, the instruments contained in the questionnaire must pass various tests. The test was carried out using the used data trial. The trial was used to test the instrument as well as a data source to find validity, reliability, and data analysis on research results (Mandasari et al., 2021). The instrument trial was carried out with Google Forms link which was distributed to UNP disability students via the WhatsApp application.
Validity and reliability tests are things that need to be done first. Validity is done to determine the feasibility of an instrument that will be used in the data analysis process.
After the validity test, there were 4 invalid items out of 20 tested. While reliability aims to prove that the instrument can be used in subsequent studies with stable results (Azwar, 2022). The instrument items in this research questionnaire are classified as reliable, namely at a value of 0.893.
Valid items will be analyzed using the Hypothetical Mean calculation formula to determine the criteria for managing the research data, which are as follows:
Table 6: Modified Data Management Criteria for Research Results (Azwar, 2021)
Score range Criteria
M+ 1.5SD<X Highly Feasible
M +0.5SD< X ≤ M - 0.5SD Feasible M - 0.5SD< X < M + 0.5SD Moderately Feasible M - 1.5SD < X ≤M -0.5SD Not Feasible
X≤M-1.5SD Highly Not Feasible
Description:
M = Hypothetical Mean SD = Standard Deviation X = Data Analysis Item Value
3. Results and Discussion
3.1 Research result
The results of the research, which have been analyzed quantitatively and descriptively, are as follows:
Learning Model Accommodation
Regarding the aspect of learning model accommodation, which pertains to the adequacy of face-to-face, online, and blended learning model accommodations at UNP according to the perception of disabled students. This aspect indicates that the learning model accommodation falls within the category of not feasible, with an average of 6.8.
Figure 1. Graph of Aspects of Learning Model Accommodation
Learning Media Accommodation
In the aspect of learning media accommodation which contains how the feasibility of learning media accommodation at UNP according to the perceptions of disability students. This aspect states that accommodating learning media is not feasible, with a score of 9.7
Figure 2. Graph of Learning Media Accommodation Aspects
Learning Material Accommodation
In the aspect of accommodation of learning materials which contains how the feasibility of accommodation of learning materials at UNP according to the perceptions of students with disabilities. This aspect states that the accommodation of learning materials is in the criteria Moderately feasible, namely with an average of 12.0.
0 10 20 30 40 50 60
Statement 1 Statement 2 Statement 5
Percentage
Never Rarely Sometimes Often Always
(Conducting a needs assessment
before the class starts) (Conducting learning model socialization)
(Providing Flexibility in the learning process)
0 10 20 30 40 50 60
Statement 6 Statement 8 Statement 9 Statement 10
Percentage
Never Rarely Sometimes Often Always
(Providing learning media
in various form) (Providing learning media that is simple and easy
to understand)
(Providing the same learning media
continuously) (Providing
interesting leraning media)
Figure 3. Graph of Learning Material Accommodation Aspects
Learning Evaluation Accommodation
Regarding the aspect of evaluation accommodation, which addresses the adequacy of evaluation accommodation in UNP according to the perception of disabled students.
This aspect indicates that the evaluation accommodation falls within the category of moderately suitable, with an average of 14.2.
Figure 4. Graph of Learning Evaluation Accommodation Aspects 0
10 20 30 40 50 60 70 80
Statement 11 Statement 13 Statement 14 Statement 15
Percentage
Never Rarely Sometimes Often Always
(Provide learning materials in various form)
(Provide material only when learning takes
place) (Deliver learning material
only in the form of sound) (Deliver learning materials
that accommodation all kinds of disabilities )
0 10 20 30 40 50 60
Statement 16 Statement 17 Statement 18 Statement 19 Statement 20
Percentage
Never Rarely Sometimes Often Always
(Providing exam formats in various
form )
(Challenging to answer questions
in one form) (Allowing the
answering questions in various forms) (Providing the
exam format in one form )
(Providing time flexibility in completing the
exam)
4. Discussion
Based on the research activities conducted regarding the perception of disabled students regarding adequate accommodations in learning at UNP, the discussion is divided into two subtopics, as follows:
4.1 General Discussion
Basically, all humans need accommodation to adjust to their environment.
Accommodation is needed to make life easier through modification and adjustment of behavior in response to surroundings. In the scope of higher education, all students need accommodation, both those with disabilities and those without disabilities. The accommodation needed is certainly different from one student to another. Based on case study research conducted by Elsa Eka Putri Nurdiana on communication accommodation for immigrant students from outside Jakarta State University, students who are not disabled also need accommodation, namely in the form of communication accommodation. This is due to the mix of cultures and races that meet in one place.
Immigrant students from outside the region need communication accommodation when together with local students. Communication accommodation can be provided by using a common language, namely by using Indonesian. Speaking in local language will have a negative impact in the form of misunderstanding in interpreting what is conveyed.
(Nurdiana et al., 2020).
Accommodations in the world of learning for students with disabilities are also made by various universities in the world. One of them is the University of California. This university established the Disability Services Center (DSC) which will accommodate the needs of students with disabilities. Services provided by the DSC include consultation related to the world of lectures, providing assistance, adaptive technology, and sign language interpreters. DSC also modifies learning to suit students' abilities (Aulia et al., 2019). Similarly, several universities in Indonesia have established Disability Service Units, including UNP. The establishment of the PLD (Disability Service Center) in recent years is also expected to accommodate the needs of students with disabilities.
4.2 Special Discussion
Learning Model Accommodation
The provision of learning model accommodation can be initiated by a needs assessment before entering the lecture. Assessment is needed to obtain information as a step of consideration in making a learning program that suits the needs (Marlina, 2008).
In addition, socialization related to various learning models for students with disabilities in undergoing lectures such as face-to-face, online and mixed learning and the flexibility of the learning process has not been fully implemented at UNP. Accommodation in the form of freedom in choosing the learning process will make it easier for students with disabilities who have difficulties in mobility.
Learning Media Accommodation
Learning media accommodation can be provided by providing learning media in various forms or media that can be accessed in all directions (multisensory) will make it easier for students to quickly understand the learning content presented (Prayogo &
Sholikhati, 2021). In addition to being accessible in various forms, the availability of simple learning media that is easy to understand, if the learning media is too complicated, it will be difficult for students to understand the learning content.
The use of interesting media will increase student interest in learning. Lecturers are expected to be more creative to create unique learning media (Sampoerna et al., 2022).
Not only provided in an attractive form, learning media are also expected to be different every day. If learning media is used repeatedly, then students will tend to get bored.
Learning Material Accommodation
Accommodation of learning materials for disabled students can be provided in various forms, such as learning materials presented in video format. Unique instructional videos can enhance students' concentration. However, it is essential to consider their accessibility, such as providing closed captions in the video (Meirista et al., 2020). In addition, sign language can also be used as a means of accommodation in videos to deliver the learning materials. One type of sign language that can be used is Indonesian Sign Language (BISINDO), which naturally develops within the deaf community (Marlina et al., 2023).
Different experiences will occur if learning materials are provided in a single format.
Disabled students may struggle if they are limited to one form of learning material. In addition to offering materials in various formats, the delivery of learning materials should also be conveyed in multiple ways, such as through sign language. Clear intonation in delivering learning materials will make students more focused on the content. If instructors do not have sign language skills, they can use closed captioning. What is spoken is directly displayed on the monitor screen. Closed captioning is typically available in voice-to-text translation applications (Supriyanta, 2014). This approach differs from delivering learning materials in only one form.
Learning Evaluation Accommodation
The availability of exam formats in and how to answer exam questions in various forms is a form of accommodation (Pratiwi et al., 2018). A different reality will make it difficult for students with disabilities if they are ordered to answer exam questions in only one form. This is very common in assignments. Usually, the lecturer will include criteria and requirements in answering questions. Time flexibility in exam completion is a form of accommodation for subsequent learning evaluation. Time flexibility is given to students with disabilities who really need it. Time flexibility can be given in the form of an extension of time to submit assignments and exams (Ro’fah et al., 2021).
5. Conclusions and Suggestions
Reasonable accommodation in learning is something that is still rare to obtain according to the perceptions of UNP students with disabilities. UNP has not fully implemented Government Regulation No.13 of 2020 concerning reasonable accommodation for students with disabilities. Be it, in terms of learning models, learning media, learning materials, and learning evaluation.
UNP is expected to be able to properly implement Government Regulation No.13 of 2020. This is because students with disabilities have the right to obtain inclusive education in higher education. If this regulation is implemented, the achievement of students with disabilities will increase from before.
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