Inclusive Education in Indonesia: Equality Education Access for Disabilities

Abstract

Based on data from the World Bank, one out of ten poor people around the world is the disabled. Poverty experienced by the disabled is a direct and indirect result of the exclusion and marginalization of people with disabilities because of the stigma and prejudices about disability. One of the stigma and prejudice on people with disabilities arise in the educational setting. The United Nations [UN] report showed that 90 % of all children with disabilities in developing countries still do not attend school, and the literacy rate of adults disabled predicted only 1 % (United Nations). Since Indonesia ratified Salamanca declaration, about equal education access for persons with disabilities, some inclusive schools begin to set in Indonesia. The government started affirming that Children With Special Needs (CWSN) basically has the right to education as normal children, without discriminated, by placed CWSN in special schools that are different from normal children. This article attempts to review various studies regarding the implementation of inclusive schools in Indonesia, to get a picture about the process of eliminating discrimination against students with special needs in Indonesian school.

Indonesian Educators’ Knowledge and Beliefs about Teaching Children with Autism

“…For example, a 2009 decree (Decree of the Minister of Education No 70-2009) stated that every district should have an inclusive high school and that every sub-district should have one inclusive primary and one inclusive secondary school. Block grants were given to support these schools [For detailed analysis of the development and range of policies see (Wibowo & Muin, 2018)].…”

Education Budget Politics: Is It Pro-Disabilities? Case of Yogyakarta Municipality, Indonesia

“…Besides, in Indonesia, it is also observed that there are still governments that are less serious in focusing on inclusive education policies for people with disabilities, so this needs to be handled seriously (Ratnaningsih, Arhasy, & Hidayat, 2015). Furthermore, inclusive education in Indonesia is also observed as not fulfilling the concepts and guidelines presented, such as teacher qualifications, facilities and infrastructure, as well as family and community support, so many obstacles are faced in their implementation (Oktadiana & Wardana, 2019;Wibowo & Muin, 2018). However, efforts have been intensified by governments to respond to their educational rights through regulations and their implementation (Notoprayitno & Jalil, 2019).…”

“…A few studies in support of the inclusiveness of people with disabilities are considerable, and it includes providing all services and access (Kumar, 2017;Roslina & Rahayu, 2019;Wibowo & Muin, 2018), focus on education and health services (Tigere & Moyo, 2019;van Nguyen, Do, Le, & Mai, 2018;Wiesel, Whitzman, Gleeson, & Bigby, 2019), involved in the political contexts (Boonyaruttanasoontorn, 2019;Halder & Argyropoulos, 2019;Kauffman & Anastasiou, 2019), opportunities for career development and employment (Boeltzig-Brown, 2017;Harry, 2020), and also, access and assistance support in technology (Sprunt, Deppeler, Ravulo, Tinaivunivalu, & Sharma, 2017;van Nguyen et al, 2018). However, what missing from this debate is a discussion about the policy of allocating the education budget for persons with disabilities of the total education budget available.…”

Independence Habituation of Autism Students in the Learning Management

“…It also functions as one of the implementations of education that respect the differences, variety, and humanism to all students with a physical, emotional, mental, and social disability. They have potential intelligence or exceptional talent to receive a good education based on their need and ability (Wibowo & Muin, 2018).…”