Implementation of Inclusive Education for Children With Special Needs in Indonesia

Hikmat Hikmat

Abstract


Inclusive education is a sort of equity and nondiscriminatory education in which children with and without disabilities receive the same education. Inclusive education is a type of special education that requires all children with disabilities to get an education on a par with their peers. Until now, children with varying abilities (disabled) have received unique educational facilities called Special Schools that are adapted to their degree and kind of disability (SLB). Inadvertently, the special education system has erected a barrier of exclusivity for students with disabilities. Implementing inclusive education for children with special needs should generate a pleasant, welcoming environment and build students' confidence in their ability to get an appropriate education according with their rights. In Indonesia, inclusive schools are still not being implemented according to the concepts and rules proposed, both in terms of pupils, teacher credentials, facilities and infrastructure, and parental and community support. Inclusion in education is still a relatively new phenomena in Indonesia.


Keywords


Inclusive Education Services, Children with Special Needs, Inclusive Education

Full Text:

PDF

References


Ackah-Jnr, F. R., & Danso, J. B. (2019). Examining the physical environment of Ghanaian inclusive schools: how accessible, suitable and appropriate is such environment for inclusive education? International Journal of Inclusive Education, 23(2), 188–208.

Agaronnik, N., Campbell, E. G., Ressalam, J., & Iezzoni, L. I. (2019). Exploring issues relating to disability cultural competence among practicing physicians. Disability and Health Journal, 12(3), 403–410.

Agustina, R., Dartanto, T., Sitompul, R., Susiloretni, K. A., Achadi, E. L., Taher, A., Wirawan, F., Sungkar, S., Sudarmono, P., & Shankar, A. H. (2019). Universal health coverage in Indonesia: concept, progress, and challenges. The Lancet, 393(10166), 75–102.

Asmara, T. (2021). CRIMINAL SANCTIONS AGAINST PHARMACISTS WHO SELL ANTIBIOTIC DRUGS WITHOUT A DOCTOR’S PRESCRIPTION: IN PERSPECTIVE OF HEALTH LAW IN INDONESIA. Journal of Legal, Ethical and Regulatory Issues, 24(6), 1–13.

Avent Harris, J. R., Haskins, N., Parker, J., & Lee, A. (2021). Womanist Theology and Relational Cultural Theory: Counseling Religious Black Women. Journal of Creativity in Mental Health, 1–19.

Bhati, A., & Song, I. (2019). New methods for collaborative experiential learning to provide personalised formative assessment. International Journal of Emerging Technologies in Learning, 14, 179–195.

Collins, A., Azmat, F., & Rentschler, R. (2019). ‘Bringing everyone on the same journey’: revisiting inclusion in higher education. Studies in Higher Education, 44(8), 1475–1487.

Dehhaghi, M., Panahi, H. K. S., Aghbashlo, M., Lam, S. S., & Tabatabaei, M. (2021). The effects of nano-additives on the performance and emission characteristics of spark-ignition gasoline engines: A critical review with a focus on health impacts. Energy, 120259.

Do, D.-N.-M., Hoang, L.-K., Le, C.-M., & Tran, T. (2020). A human rights-based approach in implementing sustainable development goal 4 (Quality Education) for ethnic minorities in Vietnam. Sustainability, 12(10), 4179.

Fegert, J. M., Vitiello, B., Plener, P. L., & Clemens, V. (2020). Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and Adolescent Psychiatry and Mental Health, 14, 1–11.

Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7–8), 691–704.

Goggin, G., & Ellis, K. (2020). Disability, communication, and life itself in the COVID-19 pandemic. Health Sociology Review, 29(2), 168–176.

Huber, B., Yeates, M., Meyer, D., Fleckhammer, L., & Kaufman, J. (2018). The effects of screen media content on young children’s executive functioning. Journal of Experimental Child Psychology, 170, 72–85.

Mamas, C., Daly, A. J., & Schaelli, G. H. (2019). Socially responsive classrooms for students with special educational needs and disabilities. Learning, Culture and Social Interaction, 23, 100334.

Nijhof, S. L., Vinkers, C. H., van Geelen, S. M., Duijff, S. N., Achterberg, E. J. M., Van Der Net, J., Veltkamp, R. C., Grootenhuis, M. A., van de Putte, E. M., & Hillegers, M. H. J. (2018). Healthy play, better coping: The importance of play for the development of children in health and disease. Neuroscience & Biobehavioral Reviews, 95, 421–429.

Nilholm, C. (2021). Research about inclusive education in 2020–How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358–370.

Noor, G. V. (2020). The impact of accepting new students with the zoning system on the right to children’s education. Jurnal Hukum Volkgeist, 4(2), 100–107.

Opertti, R., Walker, Z., & Zhang, Y. (2013). Inclusive education: From targeting groups and schools to achieving quality education as the core of EFA. The SAGE Handbook of Special Education: Two Volume Set, 1, 149.

Organization, W. H. (2019). Mental health, disability and human rights: WHO QualityRights core training-for all services and all people: course guide.

Putro, S., & Suharto, T. (2021). The Implementation of Education Management at Islamic Inclusive Elementary School at Solo Indonesia. European Journal of Molecular & Clinical Medicine, 7(7), 6490–6501.

Rahayu, W. F., & Mangunsong, F. M. (2020). Parenting self-efficacy mediates the effect of parental acceptance on the social-emotional abilities of children with special needs. Life Span and Disability, 211.

Rana, S., Anand, A., Prashar, S., & Haque, M. M. (2020). A perspective on the positioning of Indian business schools post COVID-19 pandemic. International Journal of Emerging Markets.

Siahaan, K. W. A., Lumbangaol, S. T. P., Marbun, J., Nainggolan, A. D., Ritonga, J. M., & Barus, D. P. (2021). Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Multi Representasi terhadap Keterampilan Proses Sains dan Penguasaan Konsep IPA. Jurnal Basicedu, 5(1), 195–205.

Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, Dan R@D (1st ed.). Alfabeta.

Syakur, A., Susilo, T. A. B., Wike, W., & Ahmadi, R. (2020). Sustainability of Communication, Organizational Culture, Cooperation, Trust and Leadership Style for Lecturer Commitments in Higher Education. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(2), 1325–1335.

Valdebenito, S., Eisner, M., Farrington, D. P., Ttofi, M. M., & Sutherland, A. (2018). Schoolâ€based interventions for reducing disciplinary school exclusion: a systematic review. Campbell Systematic Reviews, 14(1), i–216.

Wasir, R., Irawati, S., Makady, A., Postma, M., Goettsch, W., Buskens, E., & Feenstra, T. (2019). Use of medicine pricing and reimbursement policies for universal health coverage in Indonesia. PloS One, 14(2), e0212328.

Zabeli, N., Perolli Shehu, B., & Anderson, J. A. (2021). The understanding of inclusive education in Kosovo: legal and empirical argumentation. CEPS Journal, 11(3), 119–139.




DOI: https://doi.org/10.31004/edukatif.v4i2.2338

Article Metrics

Abstract view : 61 times
PDF - 32 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Hikmat Hikmat

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.