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

A Salim,M F Hidayatullah,Gunarhadi Gunarhadi

doi:10.13189/ujer.2020.081704

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.

Highlights

IntroductionThe practice of inclusive education has been running for a long in Indonesia, even though it was first legally launched in 2003 under the Directorate General of Primary and Secondary Education No.380/C.66/MN/2003
The practice of inclusive education has been running for a long in Indonesia, even though it was first legally launched in 2003 under the Directorate General of Primary and Secondary Education No.380/C.66/MN/2003. This act is even strengthened by the issuence of Inclusive Education Act No.70/2009 under the Ministry of Education. This policy brings up a strong implication that inclusive education gets special attention from the government which is delegated to schools to accommodate all children with special needs (CSN) remaining in the community
A research on schools within the Ministry of Religion found that 55.56% of teachers keep the assumption that inclusive education should only be managed under the Ministry of Education and Culture

Summary

Introduction

The practice of inclusive education has been running for a long in Indonesia, even though it was first legally launched in 2003 under the Directorate General of Primary and Secondary Education No.380/C.66/MN/2003 This act is even strengthened by the issuence of Inclusive Education Act No.70/2009 under the Ministry of Education. CSN’s human right to education has not been fully cautioned as the important part of school reponsibility Such empirical studies call us on considering more on the back ground why a lot of teachers in this ministry refused to accept children with disabilities in the their regular schools. It is believed, as a matter of fact, that inclusive education is the solution to such a problem

Objectives

Findings

Discussion

Conclusion