Abstract
The purpose of this Systematic Literature Review (SLR) is to identify: (a) research topics, (b) research methods used, and (c) research results on inclusive education in Indonesia. This study was an SLR using the PRISMA model by identifying various appropriate and relevant literature. The PRISMA model adopted in this study contains four stages: identification, screening, eligibility, and inclusion. Data search was carried out using criteria determined by researchers from various search engines such as Google Scholar, ERIC, Scopus, Researchgate, and others, which resulted in 9 articles for further analysis. Furthermore, the data were analyzed using a qualitative approach in describing the research findings. The results showed that three main research themes have been found, namely the implementation of inclusive education, teaching & learning in inclusive classrooms, and the inclusive education curriculum. Outline, the analysis results of these articles stated that the implementation of inclusive education in Indonesia is still not as expected. These findings are expected to become the basis for teachers, education observers, and education policymakers, both local and central government or the Ministry of Education to implement education policies that support the progress of inclusive education in Indonesia.
Highlights
One of the issues of education that still remains “interesting” to be discussed until now is the issue of inclusive education
Another article that uses students as research subjects is a study of 20 students who have autistic spectrum disorder (ASD) using observation and interview methods [57]
This study proves that the quantum teaching strategy has a positive impact on learning outcomes in Indonesian and natural science subjects
Summary
One of the issues of education that still remains “interesting” to be discussed until now is the issue of inclusive education. This education movement is not a follow-up to the universal declaration of human rights. Inclusive education is interpreted as a form of implementation of “education for all” which means that all children in the world must have equal access with their peers to all levels of education [1]. UNESCO claims more than 90% of children with disabilities in developing countries can not access schools and 50% of those enrolled in schools are capable of reaching secondary school levels [2]. Even though the United Nations issued a policy on the Right of the Child in 1989 to equalize the rights of all children, in reality, children with disabilities still face discrimination and are marginalized too far from their usual friends [3]
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