Implementation of Inclusive Education for Children with Special Needs in Regular Schools in North Sumatera Province

Mhd Iqbal,Arif Darmawan,Agus Sukristyanto

doi:10.11648/j.jppa.20210501.11

Abstract

Research related to inclusive education in regular schools is still minimal. This is a great opportunity for researchers to explore more deeply related to policy implementation on the object of study. There are indications that inclusive education in North Sumatra is not running optimally, therefore this research is increasingly interesting how the massive launching carried out in 2015 had an insignificant impact on the implementation of inclusive education. To analyze the mechanism for providing education for children with special needs in regular schools that provide inclusive education in North Sumatra. To analyze the role of SLB support as a companion to regular schools in providing inclusive education in North Sumatra Province. This type of research is descriptive. This study uses a qualitative approach that aims to describe and analyze phenomena related to public services in the implementation of inclusive education at regular schools in North Sumatra Province. The results of this research see that the decree issued as a form of responsiveness to Permendiknas no. 70 of 2009 is indeed a necessity, but the seriousness of the provincial government regarding a regulation is of course the issuance of derivative regulations or a response to regulations issued nationally related to inclusive education. This is what is not seen in North Sumatra Province. After the big declaration of inclusive education in 2015, there has not been any binding regulation on inclusive education in North Sumatra. However, in relation to inclusive education, the three schools designated as providers of Inclusive education for SMA / Ma level still run the rules and accept ABK in schools. The conclusion in this study is that the role of SLB organizers who accompany regular schools in providing inclusive education in North Sumatra Province has never been carried out. This is because communication between the North Sumatra Education Office, regular schools that provide inclusive education and special schools as support staff has never been carried out. Inclusive education services in regular schools in North Sumatra Province which implement the policy of inclusive education, reflected in Permendiknas No. 70 of 2009, are not running well. This can be seen from regulations at the provincial and district levels in North Sumatra which never existed as a translation of Permendikbud No. 70 of 2009 concerning Inclusive Education.

Highlights

In Indonesia, the implementation of inclusive education has been initiated since 1986
Regarding inclusive education services in North Sumatra Province, especially that carry out inclusive education, it give a unique picture, the implementation mechanism and the role of special education schools that do not work In the end are difficult to provide space for these services
The conclusion of this study is: The administration mechanism of inclusive education for children with special needs in regular schools in North Sumatra is not going well. This is more due to the inadequate communication between the school and the North Sumatra Education Office about how to make concrete steps in the administration of inclusive education in North Sumatra

Summary

Introduction

In Indonesia, the implementation of inclusive education has been initiated since 1986. Regarding the implementation of inclusive education in North Sumatra, the provincial government has carried out socialization activities carried out by the inclusive education working group in the form of a national seminar on the culture of inclusive education in Indonesia This activity aims: 1) to provide information for society, stakeholders and education stakeholders about the importance of inclusive education; 2) preparing strategic steps that might be taken to create an inclusive education culture in North Sumatra. These efforts have not been able to optimize services in the administration of inclusive education in schools that are not classified as special education schools (SLB). This lack of optimism occurs due to the lack of human resource capacity, funding, facilities and infrastructure as well as programs that can support the education inclusive implementation in regular schools

Literature Review

Research Methods

Inclusive Education in North Sumatra

Reflecting on Permendiknas No 70 of 2009

Findings

Conclusions and Suggestions