Inclusive Education Policy in College Policy Analysis for Students with Special Needs

Abstract

This article aims to review inclusive education policy in college that needs to be mainstreamed. Based on the regulations, inclusive education must also be implemented in college. The Regulation of the Minister of Education and Culture No. 46 of 2014 concerning Special Education, it is stated that students with special needs must get access and educational services at college. However, policy at each college is still different in providing access, services, management, and development of inclusive education. This study employed an analytical descriptive method. It used a library study by collecting various journals, references, and books on inclusive education policies in colleges. The analysis techniques used was an inductive approach. Problems of inclusive education in colleges that need to be strengthened through policy. During this time, students with special needs are still experiencing obstacles in the field of accessibility of the campus physical environment, architectural barriers for people with physical disabilities, and visual impairments, as well as accessibility in the social environment. The management of inclusive-based college should have management, space management, physical architecture, and an environment that facilitate students with special needs. Students who have special needs need to get educational services and other rights in order to interact and learn together with nondisabled students. Management in colleges needs to be directed to provide inclusive access, space, and services. Learning in college needs to be strengthened by the concept of inclusive. The college environment, both physical and non-physical, needs to be arranged to provide opportunities for students with certain disabilities to be able to learn and interact academically to the fullest. The availability of facilities and infrastructure to support inclusive education in colleges is important to be realized, by strengthening the design and model of student-friendly disability.

Analysis of Inclusive Education Policy Implementation in Developing Countries

“…Lack of funding for learners with disabilities has been a common gap in education policy. The disparity in funding allocation is not limited to Kenya, but also occurs in Tanzania , as well as Indonesia (Agustin, 2017;Amka, 2019;Jaya Indra, Badrujaman Aip, 2022;Organization & Bank, 2011;Wati, 2014;Yuwono, 2017). In addition, there is a lack of other targeted incentives for children with disabilities to attend school and a lack of social protection and support services for children with disabilities (Organization & Bank, 2011).…”

“…Furthermore, Waitoller & Artiles (2013) explain that teacher influence is much greater than school Umi Khoiriyah, Karwanto, Sri Setyowati, Mochamad Nursalim, Amrozi Khamidi / Analysis of Inclusive Education Policy Implementation in Developing Countries influence in low socioeconomic schools. Well-trained teachers and supportive schools are essential for successful inclusive education (Amka, 2019). The impact of teachers who lack special education skills leaves learners with no knowledge .…”

Exploring the University of Jordan campus: is it accessible to persons with visual disabilities?

“…In the field of higher education, Amka (2018) recommended ensuring accessibility to guarantee SWDs' rights. Several studies were held to evaluate accessibility in the built environment of higher education institutions.…”