Measuring Belief-Based Perception towards Children with Special Needs in Inclusive Education

Abstract

Inclusive education is proven to be effective once people in the society hold positive perception on the human right of children with special needs (CSN). Inclusion begins firstly from the belief that all religions admit the basic human right. However, many people hold different perception about inclusion of CSN. This research is intended to (1) describe the teachers and school staffs' degree of knowledge on inclusive education for CSN, (2) measure the teachers' and school staffs' attitude towards inclusive education. This research was an exploratory study involving 126 out of 260 (47,4%) teachers and education staffs representing seven districts/cities in Central Java, Indonesia taken by multi stage random sampling. The data was collected by means of questionnaires, and analyzed descriptively in quantitative measures. The result shows that: 1). 40% of the school staffs are unfamiliar with the concept of disability and inclusion, 2). 55.5% lack adequate concerns on the right of children with special needs (CSN) to be in inclusive schools, The research concludes that many teachers and educational staffs in the Ministry of Religion have already positively virtuous perception that they are obliged to promote the human right of CSN, but do not implement in the real practice in inclusive school settings.

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