The Management Gaps toward Inclusive Education Implementation at Higher Education in Indonesia

Abstract

The commitment to implementing inclusive education in Indonesia is already at the higher education level. However, in reality, disabled people still have difficulty obtaining opportunities to study in university. Concerning the gap in inclusive education (commitment and implementation), this article aims to examine the inclusive education management performance at universities in Indonesia. This review is critical because only 401 disabled people in Indonesia are registered as students at various universities in Indonesia. The articles in the current study go through three stages of narrative review: determining the scope of the research focus, determining the urgency and novelty of the research, and determining the research formulation and objectives. A study of 14 articles through the Google Scholar database was published in 2000-2021. The study results show that most universities in Indonesia are still not open to inclusive education and the admission of students with disabilities implementation. In addition, universities in Indonesia are not ready to provide management and facilities that support the learning process and the accessibility of the campus environment to suit the needs of students with disabilities. Human resources in higher education such as lecturers and education staff are not ready to provide services and modify learning for disabled students.

Inclusive Education in Higher Education: Baseline Study at Universitas Negeri Malang

“…However, these two elements have been the central issues in many universities. The non-vivid policies related to the enrolment of students with disability remains the most crucial problem, along with the support from management staff in providing accessible facilities for students with disability (Riswari et al, 2022).…”

Inclusive education at Universitas Negeri Surabaya: Perceptions and realities of students with disabilities

“…Thus, it is concerning that special education teachers are considered necessary to meet the educational needs of children with intellectual and developmental disabilities (IDD) rather than inclusive education teachers with learning support qualifications. A lack of special equipment, resources and media for students with special needs (both those with disabilities and those with gifts and skills) is another issue (Sunardi, Yusuf, et al, 2011;Ajisuksmo, 2017;Ediyanto, et al, 2017;Afrianty, 2019;Lintangsari & Emaliana, 2020;Riswari, et al, 2022). Tarsidi (2004) and Maulida et al (2020) documented an ongoing progression, wherein certain universities have begun incorporating inclusive education either as a standalone subject or as integral components within related courses.…”

Dampak Pendidikan Inklusif Terhadap Partisipasi dan Prestasi Siswa dengan Kebutuhan Khusus

“…Sekolah inklusif tidak diimplementasikan sesuai dengan konsep dan aturan yang diusulkan, baik dari segi jumlah siswa, kredensial guru, sarana dan prasarana, serta dukungan orang tua dan masyarakat (Hikmat, 2022). Penyandang disabilitas masih mengalami kesulitan untuk mendapatkan kesempatan belajar di universitas, karena sebagian besar universitas di Indonesia belum terbuka terhadap pendidikan inklusif dan tidak memiliki manajemen dan fasilitas yang dibutuhkan untuk mendukung mahasiswa penyandang disabilitas (Riswari et al, 2022). Ada kebutuhan untuk pengembangan keprofesian berkelanjutan bagi para guru untuk meningkatkan pengetahuan mereka tentang pendidikan inklusif dan memberikan manfaat bagi semua siswa (Sowiyah & Ryzal Perdana, 2021).…”

“…Meningkatkan sarana dan prasarana: Memastikan bahwa sekolah dan universitas dilengkapi dengan sarana dan prasarana yang diperlukan untuk mendukung siswa penyandang disabilitas (Riswari et al, 2022). Mengatasi kesenjangan antara kota besar dan kota kecil dengan menyediakan lebih banyak sumber daya dan dukungan untuk pelaksanaan pendidikan inklusif di kota-kota kecil (Sari & Kusumawati, 2022).…”