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This community service activity aimed to strengthen the capacity of Percik staff and Sobat Anak facilitators through basic sign language training in collaboration with the Sahabat Tuli Salatiga community. Inclusive multicultural education requires educators and facilitators to be able to engage all children, including those with hearing disabilities. The Sobat Anak Program initiated by Percik Salatiga promotes interfaith and multicultural education for children from diverse backgrounds; however communication barriers remain due to facilitators’ limited knowledge of sign language. The community service employed a needs assessment, participatory training sessions, and evaluation using pre-test and post-test analyzed through N-Gain scores. The results show an N-Gain value of 0.79, categorized as high, with an effectiveness level of 78.89%. These findings indicate that basic sign language training is effective in improving participants’ understanding in supporting more inclusive multicultural educational practices. This activity highlights the importance of collaboration between higher educations, civil society organizations and disability communities in advancing the No One Left Behind principle within inclusive education initiatives.

This community service activity aimed to strengthen the capacity of Percik staff and Sobat Anak facilitators through basic sign language training in collaboration with the Sahabat Tuli Salatiga community. Inclusive multicultural education requires educators and facilitators to be able to engage all children, including those with hearing disabilities. The Sobat Anak Program initiated by Percik Salatiga promotes interfaith and multicultural education for children from diverse backgrounds; however communication barriers remain due to facilitators’ limited knowledge of sign language. The community service employed a needs assessment, participatory training sessions, and evaluation using pre-test and post-test analyzed through N-Gain scores. The results show an N-Gain value of 0.79, categorized as high, with an effectiveness level of 78.89%. These findings indicate that basic sign language training is effective in improving participants’ understanding in supporting more inclusive multicultural educational practices. This activity highlights the importance of collaboration between higher educations, civil society organizations and disability communities in advancing the No One Left Behind principle within inclusive education initiatives.

A child who becomes a victim of a criminal act, often referred to as a child victim, is one who experiences physical, psychological suffering, and/or loss of property due to a criminal act. In the case of children who are victims of sexual violence, it is not limited to physically healthy children, but also includes children with disabilities, whether physical, mental, or intellectual. These child victims have the right to restitution, which is a form of compensation for the harm and losses they have suffered. This study aims to identify the challenges faced by child victims of sexual violence and explain how the restitution process can be implemented within the context of Indonesian law. The author applies a normative research method and gathers data through literature review. The data obtained comes from legal regulations, court rulings, books, and relevant internet sources. The findings of this study indicate that restitution is a right granted to victims as a form of accountability from the perpetrator for their actions. Restitution aims to provide compensation for the victim’s suffering and loss, both materially and psychologically. However, several obstacles to fulfilling the right to restitution for child victims were identified. One of the main obstacles is the lack of understanding from the victim's family regarding the importance of restitution. Often, the victim’s family is unaware that they have the right to request restitution as part of the legal process. Additionally, inadequate cooperation between law enforcement and related institutions is another barrier to fulfilling the right to restitution. The lack of coordination between agencies in handling child sexual violence cases leads to delays in the restitution process. Therefore, it is crucial to raise awareness among the families of victims and improve cooperation between law enforcement, child protection agencies, and other related parties to ensure that the right to restitution is properly fulfilled.

Inclusive education is a strategic approach in the national education system that aims to provide equal opportunities for all children, including children with special needs, to obtain quality education without discrimination. This study aimed to identify and analyse teachers' strategies in creating a pleasant learning environment for children with disabilities at Gamaliel Kindergarten in Palu, a private Christian value-based school that implements inclusive education. Through a descriptive qualitative approach, data was collected through observation, in-depth interviews and documentation. The results showed that teachers play a central role as facilitators, mentors and creators of an adaptive, contextualised and characterised learning atmosphere. The strategies used include adjusting learning methods, applying the values of love and acceptance, and utilising learning media that are interesting and friendly to children with disabilities. Despite facing challenges such as limited training and facilities, teachers at Gamaliel Kindergarten continue to create a conducive and inclusive learning space. The findings are expected to contribute to the development of inclusive education practices in Indonesia, especially in building child-friendly schools that uphold the values of justice and equality in learning.

Children with disabilities face increasing challenges due to society's negative views that limit their social and emotional development and cause many families to feel ashamed and hide them from important social interactions. Education is considered key to ensuring their rights, but exclusive education systems often limit their access with a lack of facilities and teacher training. Inclusive education was identified as a potential solution, allowing them to study in nearby schools without being restricted by special needs, increasing access to education and changing society's view of disability to promote social inclusion and equal rights.  

Based on the National Education System Law number 20 of 2003, citizens who have physical, emotional, mental, intellectual and/or social disabilities have the right to receive special education. Thus, their potential for children with special needs must be increased through the latest curriculum created by the government and combined with a special curriculum so that children with special needs experience the same treatment as normal children in the world of education. The aim of this research is to find out how to increase the educational potential of children with special needs with the Integrated SLB curriculum management implemented at SLB Negeri 01 Blitar City. This research method is field research using a qualitative approach with descriptive research type. Data collection techniques through observation and interviews. The findings from this research are that SLB Negeri 01 Blitar City has used an independent curriculum combined with a special curriculum for children with special needs. The Merdeka Curriculum has started in the 2022/2023 school year and is being implemented at the elementary school, junior high school, high school and vocational high school levels, without exception at special schools (SLB). In implementing this independent curriculum at the SLB Negeri 01 Blitar City school, teachers have the freedom to choose various teaching tools that suit each child who has special needs, so that the learning process in the classroom can be adjusted to the needs and interests of the students. Students classified as having special needs have the same rights as every other citizen.

In the work world everyone is entitled to his right to work, as are the disabled. According to 2016's law no. 8, which states that private companies are required to employ at least 1% (one percent) of the disability from the number of employees or workers. Before people with disability get a job or an expert in their field of work, they have to acquire programs from their school of vocational programs. The vocational program isa program to develop their self-reliance and skills consistent with that of children with disabilities. Skills developed within a child's potential can provide a child with the ability to determine where he or she will continue. Will continue to be a student or will work within the potential of children in high school. The purpose of this study is to identify the situation of disability in the work world where we use qualitative methods. Meanwhile, his data collection techniques are through interviews and observations to one of the professors of the special education study program, slb-c yplb cipaganti and SLB country of cileunyi. In the study found that children with disabilities get their votive activities while in high school and some of those with lightweight categories of inhibitions, they can continue to work within their potential and parental support or assistance.