Pelaksanaan Sekolah Inklusi Di Indonesia

Abstract

Sekolah inklusi merupakan salah satu bentuk pemerataan dan bentuk perwujudan pendidikan tanpa diskriminasi dimana anak berkebutuhan khusus dan anak-anak pada umumnya dapat memperoleh pendidikan yang sama. Pendidikan inklusi merupakan bentuk pelayanan pendidikan khusus yang mensyaratkan agar semua anak berkebutuhan khusus dapat menerima pendidikan yang setara dikelas biasa bersama teman-teman usianya.Selama ini anak – anak yang memiliki perbedaan kemampuan (difabel) disediakan fasilitas pendidikan khusus disesuaikan dengan derajat dan jenis difabelnya yang disebut dengan Sekolah Luar Biasa (SLB). Secara tidak disadari sistem pendidikan SLB telah membangun tembok eksklusifisme bagi anak – anak yang berkebutuhan khusus.Penyelenggaraan sekolah inklusi bagi anak berkebutuhan khusus hendaknya menciptakan lingkungan yang menyenangkan, ramah dan dapat menumbuhkan rasa percaya diri siswa berkebutuhan khusus untuk mengenyam pendidikan yang layak sesuai dengan hak mereka.Kenyataan penyelenggaran sekolah inkusi di Indonesia masih belum sesuai dengan konsep yang dikemukakan dan pedoman penyelenggaraan, baik dari segi siswa, kualifikasi guru, sarana dan prasarana, dukungan orang tua dan masyarakat. Penyelenggaraan sekolah inklusi di Indonesia saat ini masih menjadi fenomena.

Promoting Inclusive Education for Social Justice in Indonesia

“…But the implementation of inclusive education still faces various obstacles and challenges. These obstacles that are often reported are misconceptions about the concept of inclusive education, inconsistent regulations or policies, education systems that are not child-friendly for special needs children, and so on [5]. One obstacle that still occurs to teachers is the development of teaching materials.…”

Teacher's emphatic communication to improve learning motivation of special needs students

“…Based on the study, by Bakić-Tomić, Dvorski, & Kirinić it is also known that the most common problem in schools is that teachers do not feel or associate work-related fatigue with classroom communication (they are unaware of the lack of communication knowledge and adequate communication skills) [16]. Therefore, teachers still need to increase awareness about communication skills especially communication that involves empathy as a determinant of success in teacher-student relationships at school [17].…”

Development planning to accelerate Sustainable Development Goals (SDGs) in Mahakam Ulu Districts as a new autonomous region

“…In their implementation, they have still not comprehensively achieved what is required to be an inclusive city. The implementation of inclusive cities in Indonesia is mainly focused on access to inclusive education and disabled-friendly public facilities (Ariastuti & Herawati 2016, Darma & Rusyidi 2015, Maftuhin 2017. The obstacles faced by cities in Indonesia to create an inclusive society include the social conditions of people who do not have full awareness of equal rights, regulations on government regulations that are not yet comprehensively available, involvement in the formulation of policies that do not yet exist, and availability in fulfilling the fundamental rights of the impoverished community (Maftuhin 2017, Walker & Musti-Rao 2016, Zhao & Zhang 2018.…”