Amiek Chamami , amiek@bps.go.idSri Hartini Rachmad, shrachmat@yahoo.com

BPS Statistics Indonesia

Parallel Session A - 107 : Tuesday 25 October 2016, 2.00-3.30 pmInclusive provision or specialist services?

Harris, Level +1

Critical transition reason ;

from childhood to adulthood

StigmatizationAccessibilityPublic Facility

Learning is not Studying

Vertical MigrationEducation For AllSDGs (No one Left

Behind)

Disabled Person in Indonesia

Adolescent DisabledThe younger age > 20 years, female and married adolescent disable tend to having in the high percentage of prevalence distribution

Variables On RegLog For AdolescentVariables Old Code New Code

DisabledDisabled 1 0Not Disabled 2 1

Sex Male 1 1 Female 2 0

Expenditure Group

Q1 1 0 Q2 2 1 Q3 3 1 Q4 4 1 Q5 5 1

Area Type Urban 1 1 Rural 2 0

Attending School

Never/Not yet school 1 0

Schooling 2 1 Ever been school 3 0

Output RegLog for AdolescentVariables not in the Equation

  Score df Sig.Step 0 Variables disper 506,738 1 ,000

Urban - rural

321,828 1 ,000

Q1 497,405 1 ,000sex 31,250 1 ,000

Overall Statistics 1311,592 4 ,000

Variables in the Equation  B S.E. Wald df Sig. Exp(B)Step 1a

disper 1,718 ,086 400,731 1 ,000 5,575Urban-rural ,199 ,012 290,980 1 ,000 1,221Q1 ,540 ,025 452,663 1 ,000 1,715sex -,119 ,023 28,095 1 ,000 ,888Constant -,749 ,089 71,270 1 ,000 ,473a. Variable(s) entered on step 1: disper, urbanrural, Q1, sex.

Variables On RegLog For Adolescent DisabledCharacteristics Old Code New

CodeTransportationAccess 1 0  0 & 2 1Information Access 1 0

  0 & 2 1Building Access 1 0

  0 & 2 1Trotoar Access 1 0  0 & 2 1Bridge Access 1 0  0 & 2 1Zebra Cross Access 1 0  0 & 2 1Rehabilitation 5 0  1-4 1

Variables Old Code New Code

Disabled

Disabled 1 0Not Disabled 2 1

Sex Male 1 1 Female 2 0

Expenditure Group

Q1 1 0 Q2 2 1 Q3 3 1 Q4 4 1 Q5 5 1

Area Type

Urban 1 1 Rural 2 0

Attending

School

Never/Not yet school

1 0

Schooling 2 1 Ever been school

3 0

Output RegLog for Adolescent DisabledVariables not in the Equation

  Score df Sig.Step 0 Variables urbanrural 10,066 1 ,002

Q1 ,545 1 ,460sex ,008 1 ,927help_tools 2,387 1 ,122

Transp_access 35,838 1 ,000

Info_access 45,397 1 ,000

Build_access 58,043 1 ,000

Trotoar_access 77,215 1 ,000

Bridge_access 37,494 1 ,000

Zebra_access 49,524 1 ,000

rehabilitation 11,566 1 ,001

Overall Statistics 96,972 11 ,000

Output RegLog for Adolescent DisabledVariables in the Equation

  B S.E. Wald df Sig. Exp(B)Step 1a urbanrural ,061 ,109 ,318 1 ,573 1,063

Q1 ,100 ,228 ,193 1 ,660 1,105sex -,076 ,201 ,144 1 ,704 ,926help_tools ,300 ,331 ,820 1 ,365 1,350

Transp_access ,011 ,295 ,001 1 ,970 1,011

Info_access ,572 ,260 4,858 1 ,028 1,772

Build_access ,362 ,345 1,103 1 ,294 1,437

Trotoar_access 1,182 ,350 11,434 1 ,001 3,261

Bridge_access -,313 ,347 ,818 1 ,366 ,731

Zebra_access ,163 ,332 ,241 1 ,623 1,177

rehabilitation ,941 ,297 10,044 1 ,002 2,562

Constant -1,499 ,267 31,526 1 ,000 ,223a. Variable(s) entered on step 1: urbanrural, Q1, sex, help_tools, Transp_access, Info_access, Build_access, Trotoar_access, Bridge_access, Zebra_access, rehabilitation.

Adolescent school accessAttending school is significantly influenced by disabled or not ; adolescent who are not disabled have opportunity 5.575 times greater than the disabled adolescent . This is showing the GAP and Exclusion evidence.

Adolescent disabledThe chance for schooling attendance is much more affected by the absence of barriers on the sidewalk (3.261 point), building (1.437 point), information access (1.772 point), as well as ownership of help tools (2.562 point), and participation in rehabilitation (1.350 point)

Conclusion

In order to close the gap of school attendance for adolescent disabled , it is strongly recommended to improve the adolescent accessibility to help tools and rehabilitation disabled;

Barriers that occur on the facilities of information, building and sidewalks to be removed as an urgent policy action demand, as a consequence of releasing the complicate adolescent disabled can be achieved;

Specific skill of teacher and/ or assistant in the public schools should be provided to create inclusive education and fulfilling the human rights basis for all.

Policy Reccommendation