ACCOUNTING AND FINANCE EDUCATION FOR STUDENTS WITH DISABILITIES: READINESS, CHALLENGES, AND PATHWAYS TO INCLUSION

Abstract

This study examines the knowledge, readiness, challenges, and needs associated with implementing accounting and finance education for students with disabilities. Drawing responses from teachers and stakeholders across various educational settings—including Special Education Integration Programs (PPKI), Special Education Schools (SPK), and mainstream schools—the research highlights a strong awareness of the importance of financial literacy for students with special needs. Findings indicate that accounting and finance education can equip these students with essential life skills, enhance their employability, and foster entrepreneurial potential. Despite its limited sample size and geographic scope, the study provides valuable insights into the attitudes and intentions surrounding inclusive financial education. It emphasizes the necessity of institutional and administrative support to integrate such programs effectively. By promoting accounting and financial competencies, this study contributes to the broader goal of inclusive education and social empowerment. Moreover, it highlights the importance of extracurricular financial learning in fostering entrepreneurial mindsets and equipping students with disabilities to address future economic challenges. 

Keywords:  Accounting education, Entrepreneurial skills, Disabled students.