Parents' Views in Preparing Children with Special Needs Towards Inclusive Education

Amka Amka ,Dewi Ratih Rapisa

doi:10.7176/jep/11-2-10

Abstract

Inclusive education teaches many people to be able to appreciate and accept differences, and it is hoped that the benefits of inclusive education can be felt by all sections of society (regular children, parents of regular children, teachers, and the general public) in learning and getting to know about different people with themself. Facts on the area show that there are still some obstacles in the implementation of inclusive education so that the goals and benefits of inclusive education are still not optimally felt by children or parents of children with special needs. This study purposes to determine the views of parents towards inclusive education, so that through the responses provided can be the basis for preparing better inclusive education. The method used in this research is qualitative with the type of case studies and uses interview techniques and questionnaires to collect data. The results of the study are the discovery of data regarding parents' knowledge, understanding, and trust in schools and government in relation to the implementation of inclusive education. Keywords: parents' views, children with special needs, inclusive education DOI : 10.7176/JEP/11-2-10 Publication date: January 31 st 2020

Highlights

Children with special needs are children who have physical, emotional, mental, social, or a combination of these characteristics that are not the same as children in general and cause obstacles in achieving optimal developmental tasks that require special education services (Iswori, in Mustolih, 2018, p. 86)
One form of special education services purposeed at children with special needs is inclusive education
Based on a questionnaire distributed to 14 parents with Children with Special Needs, the following are the results obtained regarding the views of parents in preparing children with special needs towards inclusive education, that is: Table 1

Summary

Introduction

Children with special needs are children who have physical, emotional, mental, social, or a combination of these characteristics that are not the same as children in general and cause obstacles in achieving optimal developmental tasks that require special education services (Iswori, in Mustolih , 2018, p. 86). One form of special education services purposeed at children with special needs is inclusive education. Inclusive education is concerned with overcoming obstacles that prevent the participation and learning of all children, regardless of race, gender, social background, gender, disability, and achievement of learning outcomes in schools (Booth T and Ainscow, 1998). The success of inclusive schools can be achieved if it involves many parties (Sunaryo, 2009), namely the government, schools, the community, and parents of children with special needs. Successful implementation of inclusive education depends on the existence of a support system, which includes teacher training, resources for schools, social support, and community participation, for example developing collaborative relationships among staff and with parents, as well as collaborative relationships with organizations involved in the community (Kantavong , 2018)

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