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"ABSTRAKSistem pendidikan di Indonesia belum banyak membuka peluang bagianak-anak difabel untuk memiliki kesempatan yang sama seperti anak-anak nondifabelmendapatkan pengalaman belajar di situasi kelas biasa. Keberadaansekolah inklusi membuka peluang bagi anak-anak difabel mendapatkankesempatan ini. Untuk mendapatkan kondisi inklusif yang kondusif dibutuhkansistem sosial yang baik di dalam sekolah, agar anak-anak difabel mendapatkankondisi yang penuh toleransi dan nyaman untuk belajar. Teknik pengamatan danwawancara digunakan untuk mendapatkan hasil yang deskriptif untukmenjelaskan keadaan sistem sosial dan relasi yang berjalan antar subsistem disekolah. Data yang diperoleh kemudian diolah dengan menggunakan teori-teoridan konsep yang relevan untuk mendapatkan pemahaman mengenai interaksiantar subsistem, relasi yang berjalan, dan sistem sosial yang terbentuk dari relasirelasitersebut sehingga tercipta suatu kondisi yang kondusif bagi seluruh anakuntuk belajar di sekolah. jalinan relasi antar subsistem sekolah, seperti pemiliksekolah, kepala sekolah, guru, murid, dan orang tua membentuk suatu sistemsosial yang tidak selalu berjalan mulus tetapi mampu membuat kondisi inklusifyang menunjang suasanya kondusif saat belajar.

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ABSTRACTEducation system in Indonesia still in limited condition for different abilitychildren to have a chance for studying in regular class situation. School withinclusion system opens these chances. To get inclusive condition, we need a goodsocial system in that school, so that children with different ability can get acondition which full of toleration and comfort for them to study. Observation andin-depth interviews are used to get much more descriptive results for explainingthe condition about social system and relation between subsystems in school. Thedata is then analyzed with relevant theory and concept, to get an understandingabout interaction between subsystem, work of relations, and social system whichconstructed from those relations, so that the condusive condition could beconstructed. Relationship which exists between subsystems in school, such as, theowner of the school, headmaster, teachers, students and parents form a socialsystem. This system not always runs smoothly, but still can maintain inclusivecondition which support condusive atmosphere while learning."

"ABSTRAKNumerous studies have constructed financial inclusion indexes for Indonesia, using a multidimensional approach. However, there is a problem with the methodology, which assumes that all the dimensions play the same role in defining financial inclusion, since they are based on equal weighting criteria. This paper aims to obviate concerns with the methodology by developing a more empirically based index, namely, a weighted multidimensional index of financial inclusion based on two-stage principal component analysis. In other words, we endogenize the weights. We find that usage is the most important dimension in defining financial inclusion in Indonesia, followed by availability and access."

"Summary: Occupational Science: Society, Inclusion, Participation is the must have resource for occupational therapists, occupational scientists, students and researchers. The book begins with a comprehensive review of the current literature and the knowledge generated to date. Reasons for the field's limited impact are proposed, including its focus on individuals rather than groups and communities, its psychological view of occupation, and its narrow focus on socially approved occupations. Global realities such as poverty, anti-social behaviour and ageing populations are discussed and implications"

"Handbook of Blockchain, Digital Finance, and Inclusion: ChinaTech, Mobile Security, and Distributed Ledger emphasizes technological developments that introduce the future of finance."