Conditions of Facilities and Infrastructure for Inclusive School Education Services

Abstract

Educational services for children with special needs are educational services that require special services. This is due to various factors that cause obstacles to students, both cognitive, affective and psychomotor barriers that are caused by developmental disorders in children, either inborn which are permanent or occur during temporary life development. In the Government Regulation of the Republic of Indonesia No. 17/2010 Article 129 paragraph 3 states that students with disabilities include, among others: blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including drug victims. banned, and additives, as well as those with disorders that have not yet come. Not much different from Ministerial Regulation No. 70 of 2009 article 3 paragraph 2 states that blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including victims of illegal drugs, and additives, those who have a disability, as well as a marker. This study aims to see how educational services in Bekasi, Indonesia provide various facilities and infrastructure in order to service the educational needs of children with special needs and disabilities. This research was also carried out to re-examine the educational background of the teaching staff in these inclusive schools and see how the readiness of the teaching staff to face various updates regarding various information with special needs and disabilities. This study uses a qualitative method with a descriptive approach, from the results of this study it was found that not all inclusive schools have the facilities and infrastructure in accordance with government regulations, besides that the background of the teaching staff in inclusive schools from the four schools only found one person with an educational background specifically, this is of course one of the limitations of the prepared schools and educational infrastructure for children with special needs.

Teachers’ Challenges and Strategies in Teaching Literacy Skills for Children with Special Needs

“…Teachers will be greatly helped by the presence of a special room to help children with special needs carrying out remedial learning, learning concepts specifically with special media and a special atmosphere. Unfortunately, not all schools provide adequate facilities as stated in the standard of facilities and infrastructure for inclusive school administrators (Rumia Rosmery Simorangkir, 2021).…”