The Implementation of Inclusive Education in Indonesia for Children with Special Needs: Expectation and Reality

Abstract

Government efforts to legitimize the implementation of inclusive education for children with special needs in regular schools ranging from primary education to secondary education, the more opportunities to expand opportunities for children with special needs in order to obtain quality education services. However, good policy is not balanced with the readiness of the recommended schools to provide adequate learning facilities and resource support. As a result, there is an indication that the special needs of children's education in inclusive schools have not received appropriate educational services based on their needs.

Kesiapan Sekolah dalam Melaksanakan Pendidikan Inklusif untuk Anak Berkebutuhan Khusus di Sekolah Dasar

“…Pengimplementasian Sistem Pendidikan Inklusif Di Kecamatan Lowokwaru Upaya dalam mengenalkan dan mengimplementasi sistem pendidikan inklusif di Indonesia sudah dimulai sejak tahun 1980an. Program pendidikan inklusif semakin kokoh dengan adanya dukunngan dari peraturan pemerintah pusat maupun pemerintah daerah (Efendi, 2018). Malang merupakan salah satu kota inklusif.…”

“…Pendidikan adalah hak dasar bagi setiap orang, tanpa melihat kelas sosial, ras, pilihan politik, kenyakinan, maupun perbedaan fisik dan mental (Kadir, 2015). Pendapat lain dikemukakan oleh Efendi (2018) yang menjelaskan bahwa dibutuhkan solusi cerdas supaya ABK dapat terpenuhi dan terlayai kebutuhan pendidikannya.…”

The Implementation of Inclusive Educational Policies in Elementary School

“…The distribution of education for children with special needs is still an issue that is widely discussed in policy formulation forums and expert research (Amka, 2019;Lambrecht et al, 2020;Nurhadisah, 2019). Therefore, a smart solution is needed for children with special needs so they will get their rights and educational service needs (Efendi & Malang, 2018). One of the government's efforts to expand opportunities and equal distribution of educational services for children with special needs is by organizing inclusive education programs provided through regular schools (Aas, 2019;Göransson, Lindqvist, Klang, Magnússon, & Almqvist, 2019;Kenny, McCoy, & Mihut, 2020;Savolainen, Malinen, & Schwab, 2020).…”

Special needs children: a parent’s support in the new normal teaching pedagogy and learning alternative modality

“…It provides balance for readiness in learning adequacy on support and facilities. It gives an indication for children with disability appropriate for their educational services and their needs (Efendi, 2018). Asides, support in terms of concerns, attitudes, beliefs, efficacies, and intention provide services to include the learning processes inside the classroom.…”