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Abstract：
This research examines the validity and reliability of the construct variables and indicators of the disability-inclusive disaster risk reduction (DiDRR) model in the school environment. It also aims to determine the contribution of aspects and indicators in measuring variables and confirm the hypothesised model\'s suitability with empirical data. The explanatory research uses the purposive sampling method to collect questionnaire data from principals and teachers (n = 147) of primary schools in Yogyakarta Province, Indonesia. The results showed that the factors responsible for the formation of DiDRR in school include identifying and supporting children with special needs, accessibility, meaningful participation, non-discrimination, strategy and method, collaboration and networking. Although each factor has a significant causative relationship with the DiDRR variable, accessibility is the strongest forming factor. The modified model meets the goodness of fit criteria, thereby leading to a DiDRR model for elementary schools in inclusive settings. The research only considered principals and teachers in Yogyakarta province. Therefore, further research needs to be carried out in other provinces and widen its potential generalisation of findings.
UNASSIGNED: The research identified and examined the shaping factors of DiDRR in schools from the perspective of teachers and principals. Testing of the construct in the DiDRR model is intended to give more valid information about the concepts. It also acts as a guide when implementing it in schools to reduce risk and achieve broader targets for children with special needs and disabilities.
UNASSIGNED: The research identified and examined the shaping factors of DiDRR in schools from the perspective of teachers and principals. Testing of the construct in the DiDRR model is intended to give more valid information about the concepts. It also acts as a guide when implementing it in schools to reduce risk and achieve broader targets for children with special needs and disabilities.
摘要：
本研究考察了学校环境中包含残疾的灾难风险降低（DiDRR）模型的构造变量和指标的有效性和可靠性。它还旨在确定方面和指标在测量变量中的贡献，并通过经验数据确认假设模型的适用性。解释性研究采用目的性抽样方法,收集日惹省小学校长和教师(n=147)的问卷调查数据,印度尼西亚。结果表明，在学校中形成DiDRR的因素包括识别和支持有特殊需要的儿童，可访问性,有意义的参与,不歧视,策略和方法，协作和网络。尽管每个因素与DiDRR变量都有显著的因果关系，可达性是最强的形成因素。修改后的模型满足拟合优度标准，从而导致在包容性环境中小学的DiDRR模型。该研究仅考虑了日惹省的校长和教师。因此,需要在其他省份进行进一步的研究，并扩大其潜在的调查结果。
■该研究从教师和校长的角度确定并检查了学校中DiDRR的塑造因素。在DiDRR模型中对构造进行测试旨在提供有关概念的更多有效信息。在学校实施时，它也是一个指南，以降低风险并为有特殊需要和残疾儿童实现更广泛的目标。
■该研究从教师和校长的角度确定并检查了学校中DiDRR的塑造因素。在DiDRR模型中对构造进行测试旨在提供有关概念的更多有效信息。在学校实施时，它也是一个指南，以降低风险并为有特殊需要和残疾儿童实现更广泛的目标。
