Implementasi Pendidikan Inklusif Sebagai Perubahan Paradigma Pendidikan Di Indonesia

Abstract

The aim of implementing Inclusive education is providing opportunities for all students to fulfill the right of children with disabilities that is to learn together with other students in a school environment. The implementation of inclusive schools should initiate an inclusive culture, and a friendly environment for children with disabilities. The writing of this article aims to examine the implementation of inclusive education in Indonesia. The data are processed, obtained through literature study, interview, and field observation. Data collected are analyzed using qualitative approach. The data obtained shows that the implementation of inclusive school has not been evenly distributed in every region, not have adequate accessibility yet, and not fulfillment of competent educator in special education field yet. Based on the analysis it can be concluded that the implementation of inclusive education requires the function of supervision, assistance, and evaluation to support the positive progress of inclusive education in terms of both quantity and quality.

Development of Inclusive Education Learning Design in the Era of Society 5.0

“…At this point, it appears that the concept of inclusive education is in line with the Indonesian national education philosophy which does not limit students' access due to differences in initial and background conditions. Inclusive schools are not only for those with disabilities or extraordinary but also for all children (Irvan and Jauhari 2018).…”

“…However, its current implementation is still poor and not does not accord to its aims and proposed guidelines (Darma and Rusyidi 2015). Irvan and Jauhari (2018) claimed that a number of districts in Indonesia, such as Bojonegoro, Tuban, and Lamongan, are still struggling to implement inclusive education practices effectively. This is worrying as the Era of Society 5.0 seeks a vast integration of technology in education.…”

“…This is worrying as the Era of Society 5.0 seeks a vast integration of technology in education. This might further affect inclusive education practices in Indonesia as the lack of expertise, facilities, and administration in these schools has been reported in the literature (Darma and Rusyidi 2015;Irvan and Jauhari 2018). In addition, the lack of a clear design to implement it is potentially the main hindrance to the success of its implementation.…”

Modifikasi Kurikulum untuk Mengakomodasi Pendidikan Inklusif Guna Mendukung PAUD Holistik Integratif

“…Model duplikasi mengacu pada penerapan kurikulum yang sama untuk siswa ABK tanpa adanya perbedaan. Sedangkan model omisi melibatkan penghilangan materi pembelajaran yang tidak dapat diakses oleh siswa ABK (Irvan & Jauhari, 2018).…”

Peran Guru dalam Suksesnya Implementasi Kebijakan Pendidikan Inklusif di Sekolah Dasar

“…Meskipun demikian, tujuan tersebut belum sepenuhnya tercapai karena sekolah inklusif cenderung hanya hadir di pusat-pusat kota, bahkan dominan di kota-kota besar. Lebih jauh lagi, sekolah inklusi yang sudah berdiri seringkali kurang mendapatkan pengawasan, pendampingan, bahkan tanpa evaluasi yang memadai untuk menilai kualitas dan kemajuan dalam penyelenggaraan pendidikan inklusif (Irvan & Jauhari, 2018).…”