The Policy Implementation of the Inclusive Education at the Secondary Education Level in Palu City, Indonesia

Hasbullah ,Muhammad Ali ,Muhammad Sufyan Safwan Mohamad Basir ,Muhammad Khairil ,Faizal

doi:10.7176/ppar/10-4-06

Abstract

This study aims to analyze how implementers understand the implementation of inclusive education at the level of secondary education in Palu City. This type of research is qualitative research. The Education and Culture Office of Central Sulawesi Province as an analysis unit for the implementation of inclusive education policies and the School for Providing Inclusive Education mostly understood the standards and targets and orientation of inclusive education, but in accepting students was limited to specific children with special needs, for example disabled, low vision, slow leaner and mild autism, while those who are blind or deaf are recommended to Special Education School. The pattern of communication developed in the implementation of inclusive education policies in the secondary education level in the city of Palu in Central Sulawesi Province involves various institutions such as: The Office of Education and Culture of Central Sulawesi Province in this case the PK-PLK Sector, Inclusive Organizing Schools, Special Education School and Higher Education. Forms of communication developed between institutions implementing inclusive education are formal, vertical and horizontal. The resource support, namely special tutor who has Special Education qualifications and resource space for children with special needs is not yet available, and there is no proportional budget available for schools implementing inclusive education. The contributions of the social environment are the school and the community response, especially parents provide the support. However, the economic aspect is that schools which provide the inclusive education are not supported by proportionally specific budgets. Political factors in the context of local politics, for example the elections, did not find any influence in the implementation of inclusive education policies. Keywords: Policy of Implementation, Inclusive Education, Secondary education DOI: 10.7176/PPAR/10-4-06 Publication date: April 30 th 2020

Highlights

Education for children with special needs in Indonesia is currently experiencing many fundamental changes as a consequence of the implementation of the inclusive education policies
Based on the formulation of the problem, the results of the research and discussion carried out in the previous chapter, some conclusions can be drawn as follows: 1) The Office of Education and Culture of Central Sulawesi Province as an analysis unit for the policies implementation of inclusive education and the School for Providing Inclusive Education mostly understands the standards and targets and the orientation of inclusive education is in the interests of students with special needs and students in general, namely providing better education without discrimination and comprehensive education needs
In accepting students, it is limited to specific children with special needs which is possible for schools that are easy and able to handle for example disabled, low vision, slow leaner and mild autism, while for the blind or deaf people are recommended to Special education schools

Summary

Introduction

Education for children with special needs in Indonesia is currently experiencing many fundamental changes as a consequence of the implementation of the inclusive education policies. In some schools which provide the inclusive education, the existence of children with special needs, especially those who have physical, emotional, mental, and social neglect, are still faced with resistance. This shows that the inclusive education which is supposed to be the center of the growth of togetherness values, in practice is still often colored by conditions of inequality. The emergence of this resistance is mainly caused by the lack of understanding of school citizens and the community towards the philosophy of inclusive education. This is due to the lack of information and socialization about inclusive education (Ludago, 2020)

Objectives

Methods

Results

Conclusion