From Health to Behaviour: Multi-Stakeholder Perspectives on Disability-Inclusive CSE in Special Needs Education

Ummu   Mas’muah; Budi   Susetyo; Endang  Rochyadi; Juhanaini   Juhanaini; Ana   Fatimatuzzahra

doi:10.31849/d444bh20

Authors

Ummu Mas’muah Universitas Pendidikan Indonesia, Bandung, Indonesia
Budi Susetyo Universitas Pendidikan Indonesia, Bandung, Indonesia
Endang Rochyadi Universitas Pendidikan Indonesia, Bandung, Indonesia
Juhanaini Juhanaini Universitas Pendidikan Indonesia, Bandung, Indonesia
Ana Fatimatuzzahra Universitas Pendidikan Indonesia, Bandung, Indonesia

DOI:

https://doi.org/10.31849/d444bh20

Abstract

Children with disabilities face disproportionate vulnerability to sexual abuse, coercion, and misinformation, positioning disability inclusive Comprehensive Sexuality Education (CSE) as a critical educational safeguard. Yet, in socio culturally conservative settings, implementation debates often rely on a single notion of “support,” overlooking which parts of CSE are accepted, which are resisted, and where negotiation is most needed across stakeholder groups. This quantitative descriptive study addressed that gap by mapping multi stakeholder readiness for disability inclusive CSE for children with special needs in West Java, Indonesia, using eight UNESCO based CSE dimensions. Purposive sampling recruited teachers, parents, and community leaders (N = 89). Data were collected using a validated Likert scale instrument adapted from UNESCO guidance with strong internal consistency (Cronbach’s alpha = 0.87). Results showed high but uneven endorsement across dimensions, with the strongest support for Sexual and Reproductive Health (94.4%) and the lowest support for Sexual Behaviour (77.6%), indicating that behaviour related content remains the central point of hesitation. Exploratory modelling further suggested that enabling capacity factors matter, with education level and teaching experience jointly explaining a substantial share of variance in overall endorsement (R squared = 0.47). By conceptualising readiness as multidimensional and socially negotiated, this study contributes an empirically grounded acceptability map that can guide sequenced curriculum implementation, strengthen teacher professional development, and structure stakeholder dialogue to advance inclusive child protection efforts in Indonesia and comparable contexts.

Author Biographies

Ummu Mas’muah, Universitas Pendidikan Indonesia, Bandung, Indonesia

Ummu Mas’muah is a doctoral student, entrepreneur, and education enthusiast with a strong concern for special education, particularly in the areas of autism studies and vocational education for children with special needs. She has been actively involved in educational and community-based initiatives that promote inclusive learning opportunities and skill development for individuals with disabilities. Her interests focus on empowering children with special needs through accessible education, vocational training, and family-centered support.
Budi Susetyo , Universitas Pendidikan Indonesia, Bandung, Indonesia

Budi Suetyo is a senior researcher and academic in the field of education and social sciences. His research interests include educational assessment, research methodology, and evidence-based educational studies. He has participated in various academic and collaborative research projects related to educational development and social issues. In addition to conducting research, he is actively involved in reviewing academic manuscripts and supporting scholarly publication activities. His academic contributions focus on strengthening research quality, improving analytical frameworks, and encouraging interdisciplinary collaboration in educational research.
Endang Rochyadi, Universitas Pendidikan Indonesia, Bandung, Indonesia

Endang Rochyadi is a senior lecturer and researcher specializing in special education and inclusive learning practices. His academic expertise includes curriculum development, educational intervention, teacher preparation, and support services for students with disabilities. He has extensive experience in supervising academic research and providing scholarly guidance in inclusive education. Throughout his academic career, he has contributed to various research collaborations, educational development initiatives, and professional training activities. His work emphasizes evidence-based educational practices and sustainable inclusive systems to improve educational access and learning outcomes for individuals with special needs and diverse learning backgrounds.
Juhanaini Juhanaini , Universitas Pendidikan Indonesia, Bandung, Indonesia

Juhanaini is an academic and senior researcher with interests in inclusive education, educational services, and community-based educational programs. She has been involved in collaborative research and educational initiatives focusing on improving learning accessibility and educational support systems for diverse learners. She is interested in strengthening educational practices through interdisciplinary collaboration and research dissemination. Through her academic engagement, she aims to contribute to the advancement of inclusive and equitable education that supports the participation and development of all learners, including individuals with disabilities.
Ana Fatimatuzzahra , Universitas Pendidikan Indonesia, Bandung, Indonesia

Ana Fatimatuzzahra is a senior lecturer and researcher in Special Education whose research focuses on inclusive education, reproductive health education for children with disabilities, prevention of sexual violence, and psychosocial intervention for individuals with visual impairment. Her current works include the development of intervention models, educational modules, and assistive learning approaches for children and adolescents with disabilities. Her academic interests emphasize evidence-based practices, disability advocacy, and the promotion of accessible and inclusive learning environments for diverse learners.