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The construction of an organization aims to enhance the performance and versatility of the organization for society. Consequently, as a platform for training human resources, universities have to develop constantly, following the community's insistence. In 2022, the Ministry of Education, Culture, Research, and Technology specified there are 21 state universities with legal entities. The status of a state university with a legal entity presents extensive autonomy in the field of academic, asset, and financial management. Besides, the universities also carry an obligation for university management to develop their institution, which is in accordance with Formal Model of Educational Management by Bush (2011). This model implies that organizations have a hierarchical structure and that predefined goals are pursued using a reasonable way. This study aims to identify the dominant variables for the state university with legal entity development. The method that used in this study is literature review by Tranfield, Denyer, & Smart (2003) with a case analysis involving a number of universities. The analysis results found that the dominant variables in the universities' development included the organization structure, working mechanism or organizational guidelines, the organizational climate and culture, along with the use of technology devices.

Learning limitations have mostly been observed among school-age children. Simultaneously, inclusive education does not only place students with special needs in the general classroom but also expect those students to be meaningfully involved in the curriculum and mathematics learning activities, along with their classmate. This study explores the mathematics learning strategies for students with special needs, primarily the students with vision impairment, autism, and hearing impairment. This study was carried out by selecting the recently published scientific articles and categorizing them. The selected articles focused on mathematics learning for students with vision impairment, autism, and hearing impairment. Following our review results, we concluded that recently available mathematics learning should be modified to accommodate students with special needs by providing learning media and explicit instruction. Besides, the special education teacher can aid the mathematics teacher by informing the development stage, excellence, and weakness of each special needs student, while also helping formulate the most effective mathematics learning.

The hearing impairment can result in students having difficulty accepting learning. Obstacles Students in special schools when observing the understanding the numeracy skills. Students have problems sorting numbers and adding numbers from 1 to 10. Numeracy skills are an introductory lesson in learning mathematics. Several studies have shown that the media positively influences and can help teachers learn. In this study, the media selected were media that students generally liked and were very easy to obtain, namely ice cream sticks media. Based on this description, this study aims to see the improvement in students' numeracy skills by using ice cream sticks as the media. The research method to see an increase in numeracy skills is the experimental method. This study uses a single subject research (SSR) method with an A-B-A design. One deaf student in grade IV in special school who had difficulty in numeracy at the initial observation was selected as the research subject. The measurement instrument used a pre-test and post-test. The results showed that there was a change in the ability of deaf students before and after being given to learn using ice cream stick media. Numeracy skills of deaf students before intervention 60%-40% (pre-test). Meanwhile, the numeracy ability of deaf students after the intervention was 80%-93% (post-test). These results indicate that the students' numeracy skills in the post-test were higher than in the pre-test.