This study aims to test the validity and reliability of construct variables and indicators of disaster mitigation education models in inclusive primary schools, to determine the contribution of aspects and indicators in measuring variables, and to confirm the hypothesized model, namely the suitability of the model with the data using confirmatory factor analysis. This study's population was all teachers and principals in inclusive elementary schools with a sample size of 113 people. Samples were taken using non-probability sampling techniques carried out by convenience sampling. Data analysis was performed using the Linear Structural Model (LISREL). The results of the analysis show that the aspects of the identification of children with special needs, accessibility, meaningful participation, non-discrimination, strategies, and methods of supporting children with special needs, collaboration, and networking can reflect positive, valid, and significant variables which are supported by the behavioral indicators of each aspect. The theoretical model of disaster-resistant education variables in inclusive elementary schools is following empirical data. Most dominantly reflects the disaster mitigation education model in inclusive primary schools is identifying children with special needs, and the weakest aspect is collaboration and networking.
Nurul Hidayati Rofiah, Hiroshima University, Japan
Norimune Kawai, Hiroshima University, Japan
Elli Nur Hayati, Ahmad Dahlan University, Indonesia
Stream: Education & Difference: Gifted Education
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