Research Article
Coffee as Liberator Inclusive Social Policy for the Disabled People (Case Study: Enabled Baristas of Temanggung)
@INPROCEEDINGS{10.4108/eai.27-7-2021.2316914, author={Nurmansyah Surya Adiputra}, title={Coffee as Liberator Inclusive Social Policy for the Disabled People (Case Study: Enabled Baristas of Temanggung)}, proceedings={Proceedings of the 4th International Conference on Economics, Business and Economic Education Science, ICE-BEES 2021, 27-28 July 2021, Semarang, Indonesia}, publisher={EAI}, proceedings_a={ICE-BEES}, year={2022}, month={3}, keywords={social inclusion social policy disability coffee economy}, doi={10.4108/eai.27-7-2021.2316914} }
- Nurmansyah Surya Adiputra
Year: 2022
Coffee as Liberator Inclusive Social Policy for the Disabled People (Case Study: Enabled Baristas of Temanggung)
ICE-BEES
EAI
DOI: 10.4108/eai.27-7-2021.2316914
Abstract
This article discusses the inclusive social policy for disabled people as an effort from the Indonesian state to include disabled people in the social process. This is a qualitative library research article. It analyzes the case of the disabled from the macro, meso, and micro level. At the macro level, by applying the perspective developed by Babajanian and Hagen-Zanker [1], Indonesia is evidently has shifted its paradigm into a more inclusive one on disability from the Law No. 4 of 1997 on Impairment Bearer to Law No. 8 year 2016 on Disability bearer. The difference between those laws is that the disabled person activity and participation is included in the society. The shift is a result from the ratification of Convention on the Rights of Persons with Disabilities issued by United Nations in 2006. At the meso level, the Ministry of Social Affairs along with Temanggung Regency updated the nomenclature of the Great Hall of Social Rehabilitation for People with Intellectual Disability, to be the national reference and laboratory for intellectually disabled people rehabilitation facility. At micro level, two of the barista training participants feel that they are included in the education process. It is important to include the personal perspective of the program participants because it is one of the indicators of a successful inclusion process.