Archives

  • Disability, Inclusion, and Social Transformation: Bridging Research and Practice
    Vol. 2 No. 1 (2026)

    The International Disability Innovation Journal (IDIJ) is pleased to present Volume 2, Issue 1, which showcases diverse perspectives on disability research spanning inclusive education, accessibility, social justice, public policy, and lived experiences of persons with disabilities. The articles in this issue collectively emphasize that meaningful inclusion extends beyond policy commitments to require accessible environments, equitable educational practices, and the dismantling of structural and attitudinal barriers. By bringing together interdisciplinary research from different contexts, this issue contributes valuable evidence to advance disability scholarship and practice while encouraging collaboration among researchers, educators, practitioners, and policymakers in building more inclusive and equitable societies worldwide. All articles in this issue (6 original research articles) were authored/co-authored by 16 authors from 3 countries (Indonesia, Japan, and Tanzania)

  • Social Stigma Surrounding Intellectual Disabilities and Innovative Approaches to Inclusive Education and Literacy.
    Vol. 1 No. 2 (2025)

    This issue presents interdisciplinary research examining social stigma surrounding intellectual disabilities and its impact on education, social participation, and family well-being. It also highlights innovative, evidence-based approaches to inclusive literacy that move beyond single-method instruction. Together, the articles advance adaptive, inclusive practices that challenge deficit-based perspectives and support equitable participation for persons with disabilities.

  • Innovative Strategies and Inclusive Technologies for Special Needs Education in Indonesia
    Vol. 1 No. 1 (2025)

    This issue of the International Disability Innovation Journal (IDIJ) brings together five scholarly contributions that explore the landscape of inclusive education in Indonesia, with a special focus on Universal Design for Learning (UDL), assistive technology, pedagogical adaptation, and the role of educators. Together, these articles offer a cohesive and evidence-based roadmap toward achieving educational equity for children with special needs, while also addressing the systemic, technological, and human-resource challenges that persist in implementation.