Students with disabilities and science: A story from an Indonesian inclusive high school

Liana Aisyah, Missy Morton, Lindsey Conner

Research output: Contribution to conferencePaperpeer-review


This presentation provides some preliminary findings of an ethnographic study on science education for students with disabilities in Indonesia. In particular, it addresses their interest in and perception of science, memorable science learning experiences as well as issues and
ASERA 2015 Program25challenges they experience in science classes. Two methods of qualitative data gathering were used to answer the above questions: (1) semi-structured interviews with 5 students with disabilities, all of which are either partially or completely blind (2) 3 sessions of participatory observation in a grade 10 biology class. Most student participants find science less interesting and more difficult than other subjects, a perception shared by their other classmates majoring in social sciences. Their memorable science learning experiences were mostly attributed to hands on/laboratory activities and teachers’ delivery, although some of them had difficulty to recall any. In addition to their lack of interest, the lack of accessible media and resources to support their learning in science seem to be the most dominant issues and challenges for them.Findings of this study will contribute to scholarly literature on science education for students with disabilities and inclusive education in Indonesia, which are both very limited. We also expect they can be used to inform policy makers, academic community, and stakeholders.
Original languageEnglish
Publication statusPublished - 2015
Externally publishedYes
EventASERA Conference 2015 -
Duration: 1 Jul 2015 → …


ConferenceASERA Conference 2015
Period1/07/15 → …


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