INKLUSI: Journal of Disability Studies Vol. 12 No. 2 (2025) explores key issues in contemporary disability studies, including feminist participation and power relations, innovations in inclusive pedagogy, disability policy and social support, and health and physical activity among children with intellectual disabilities and Deaf students. Collectively, the articles offer interdisciplinary insights that advance disability research, policy, and practice.

The articles in Vol. 12 No. 1 (2025) address issues of disability rights, inclusive education, and empowerment. Topics include identity politics in the 2024 General Election, OJK policies for inclusive banking services, Islamic Religious Education teachers’ experiences in inclusive classrooms, parents’ perceptions of early childhood inclusion in Zimbabwe, the participation of persons with disabilities in developing tourism villages in Bali, and the urgency of STEM-based vocational programs for students with mild intellectual disabilities.

The articles in Vol. 11 No. 2 (2024) are written by authors from several countries, namely Indonesia, South Africa, Spain, and the Philippines. In general, this edition discusses inclusive education and learning adaptation, empowerment and well-being of individuals with disabilities, the impact of the Covid-19 pandemic on education and vulnerable groups, and the design of inclusive learning environments.

The articles in Vol. 11 No. 1 (2024) are written by authors from several countries, namely Indonesia, Uganda, and the Philippines. In general, this edition discusses inclusion in the public and social sectors, legal and religious perspectives on disability, and the implementation of inclusive education.

The articles in Vol. 10 No. 2 (2023) are written by authors from two countries, namely Indonesia and Uganda. In general, this edition discusses accessibility and inclusion, social and cultural construction of disability, advocacy and empowerment movements, and social and economic determinants of disability.

Articles in Vol. 10 No. 1 (2023) are written by authors from various universities in Indonesia. In general, this edition discusses the rights and advocacy of people with disabilities, inclusion and accessibility in education, support and welfare of families with children with disabilities, communication and expression of people with disabilities, and interventions and therapies for disabilities.

Articles in Vol. 9 No. 2 (2022) are written by authors from various universities in Indonesia. In general, this edition discusses accessibility of infrastructure and environment, accessibility of information and communication, participation and inclusion in various sectors, experience and vulnerability in the context of crisis.

Articles in Vol. 9 No. 1 (2022) are written by authors from various universities in Indonesia. In general, this edition discusses the accessibility of higher education, psychological well-being of people with disabilities, spiritual support for children with disabilities, health challenges for the visually impaired, resilience of families of children with autism, and evaluation of inclusive education post-pandemic.

Articles in Vol. 8 No. 2 (2021) are written by authors from diverse academic and professional backgrounds. In general, this issue discusses orientation and mobility skills of children with visual impairment, teachers’ attitudes toward teaching diverse students, the implementation of inclusive science education, inclusive religious and legal practices, collaborative mentoring in non formal education, and communication strategies for supporting women with disabilities who are survivors of sexual violence.

Articles in Vol. 8 No. 1 (2021) are written by authors from diverse academic and professional backgrounds. In general, this edition discusses success stories of visually impaired students and lecturers, knowledge and attitudes of girls with disabilities toward violence prevention, adaptations of inclusive learning during the pandemic, academic monitoring systems for students with disabilities, historical disability policies and social control, parental stigma toward children with disabilities, and coping strategies of university students with disabilities in completing their theses during the COVID-19 pandemic.

Articles in Vol. 7 No. 2 (2020) are written by authors from diverse academic and professional backgrounds. In general, this edition discusses the experiences of Deaf students in university communal spaces, discrimination against workers with disabilities through physical health requirements, the effectiveness of Quran-integrated science encyclopedias for students with visual impairment, the fulfilment of disability rights in higher education institutions, modified curricula in inclusive primary schools, critical reflections on inclusive universities, and accessibility of chemistry learning in secondary schools.

Articles in Vol. 7 No. 1 (2020) are written by authors from diverse academic and professional backgrounds. In general, this edition discusses speech clarity interventions for children with intellectual disabilities, the implementation of person-centred disability funding schemes, power relations in sign language use, maternal caregiving politics for children with intellectual disabilities, character strengths of young volunteers supporting persons with disabilities, the design of tactile picture books for students with visual impairment in primary schools, and the relationship between parenting stress and physical abuse against children with disabilities.

Articles in Vol. 6 No. 2 (2019) are written by authors from diverse academic and professional backgrounds. In general, this edition discusses vocational culinary skills for students with autism in inclusive vocational schools, caregiving experiences of stepmothers of children with cerebral palsy, theological perspectives on disability in Catholic thought, psychodrama to enhance student empathy in inclusive schools, assistive mobility devices for people with visual impairment, responsive pedestrian pathways for low vision users, disaster evacuation applications for persons with disabilities, as well as reviews of recent books in disability studies.

Articles in Vol. 6 No. 1 (2019) discuss disability from literary, religious, legal, social, and policy perspectives, including Arab literature and disability, accessible tourism initiatives, inclusive public transportation services, ethical and semantic analyses of disability in the Qur’an, accessibility of public sanitation facilities, local disability legal frameworks, and the implementation of inclusive primary education, along with reviews of recent books in disability studies.

Articles in Vol. 5 No. 2 (2018) discuss multimodal teaching resources for Deaf students, evaluation of inclusive early childhood education programs, development of Braille science modules integrating Islam and science, socio economic impacts of disability cooperatives and microfinance access, literacy interventions for children with autism, inclusive language learning practices, and reviews of books on disability and inclusive education in the Global South.

Articles in Vol. 5 No. 1 (2018) discuss the construction of teacher student interaction measurement tools in inclusive primary schools, educational partners’ perceptions of inclusive education, sensory integration therapy programs for children with intellectual disabilities, the use of information technology to enhance communication for students with cerebral palsy, school dropout tendencies among children with disabilities, religious spiritual coping of mothers as primary caregivers of children with Down syndrome, and parental acceptance of children with dyslexia as represented in film.

Articles in Vol. 4 No. 2 (2017) discuss inclusive religious practices for Deaf students, marketing experiences of persons with visual impairment, vocabulary learning strategies for students with disabilities, lecturer student interactions in inclusive higher education, student satisfaction with disability support services in academic libraries, the effectiveness of sign language interpreters in religious settings, and critical reviews of books on disability discourse and inclusive education.

Articles in Vol. 4 No. 1 (2017) discuss workplace inclusion for employees with disabilities, social welfare of persons with intellectual disabilities, representations of disability in media, the development of Braille based science learning aids, individualized education programs for slow learners, and parental resilience through online support communities, along with reviews of books on disability and visual culture.

Articles in Vol. 3 No. 2 (2016) discuss conceptual meanings of discrimination and disability terminology, management and practices of inclusive education in secondary schools, advocacy strategies for women with disabilities who are survivors of violence, students’ perceptions of inclusive schooling, learning interventions for children with autism, interpretations of disability in the Qur’an, and the social relational model of disability in legislation, alongside reviews of books on inclusive community initiatives.

Articles in Vol. 3 No. 1 (2016) discuss the implementation of the national curriculum for students with special educational needs, the impact of universal design on disability independence in religious spaces, inclusive democracy through prophetic values, accessible assessment in Arabic language learning using Braille, digital chemistry modules for students with visual impairment, and social adjustment of Deaf university students, along with reviews of books on religion and disability.

Articles in Vol. 2 No. 2 (2015) discuss the role of volunteers in supporting independence of persons with disabilities, Deaf individuals’ responses to the use of Indonesian sign language systems, assessment of competency achievement for students with visual impairment, development of accessible science learning media, identification of inclusive chemistry learning resources, counselling strategies for students with special needs, and disability empowerment programs to enhance independence and life skills, along with a review of a book on family narratives of disability and vulnerability.

Articles in Vol. 2 No. 1 (2015) discuss public services and the fulfilment of disability rights in inclusive education, literary representations of disability, communication barriers among adolescents with autism, workplace adjustment during vocational training, evaluation methods for inclusive learning for students with visual impairment, identification of dyslexia in inclusive primary schools, development of Braille periodic tables, and accessibility of transportation systems for persons with disabilities, along with a review of a book on disability friendly Islamic jurisprudence.

Articles in Vol. 1 No. 2 (2014) discuss the development of educational games and tactile learning aids for children with autism and students with visual impairment, challenges faced by visually impaired students in learning English at university level, comparative studies of accessible chemistry modules using screen readers and Braille, evaluation of local government policies on inclusive education, accessibility of religious practices in mosques, broader issues of accessibility for persons with disabilities, and learning difficulties experienced by visually impaired university students in linguistics courses.

Articles in Vol. 1 No. 1 (2014) discuss accessibility renovation typologies for public transportation stops, conceptualisations of disability and inclusive education, the evolution of community based rehabilitation toward inclusive development, the design of accessible science experiment devices, adaptive learning strategies for statistics, and political participation of persons with disabilities in shaping inclusive higher education policies, along with a review of books on disability and political movements.