Integrating disability-inclusive disaster education in primary schools: A CASE from Yogyakarta, Indonesia

Students with disabilities are among the most vulnerable during disasters, yet they are often excluded from disaster risk reduction (DRR) initiatives. Early disaster education offers significant benefits for inclusive preparedness. This study examined DRR education practices in inclusive primary schools, identified effective strategies, and evaluated the impact on students with and without disabilities. A quasi-experimental design was applied in nine inclusive schools in Yogyakarta, with students assigned to control and experimental groups. Questionnaires adapted from validated instruments measured knowledge, risk perception, awareness, and readiness. Statistical analysis showed significant differences between students who received the program and those who did not. The findings indicate that disaster education enhances preparedness among students with disabilities and adds to limited evidence on inclusive DRR in low- and middle-income countries. The study demonstrates the feasibility of disaster education in inclusive settings and the importance of adapting content and methods to diverse learners. Several limitations should be noted. The study involved a relatively small sample from one province, limiting generalizability. It included only students with mild intellectual disabilities, leaving out those with sensory, motor, or more complex disabilities. In addition, it assessed short-term outcomes only, without examining medium- or long-term effects. These limitations should be considered when interpreting the results. Future research should include larger and more diverse samples, incorporate multiple disability groups, and explore alternative teaching methods such as peer tutoring, songs, and games. Ultimately, inclusive DRR will not only strengthen resilience but also ensure the personal safety of students with disabilities.