Inclusive Education In Indonesia Research Articles

Analysis of Knowledge and Skills among Special Education Teachers in Inclusive Schools in Indonesia

This research examined the knowledge and skills of special education teachers within the context of inclusive education in Indonesia. Employing a quantitative survey approach, the study aimed to determine whether a statistically significant disparity existed between these two variables. The data collection technique utilized included knowledge tests and performance assessments, involving 637 participants from 26 districts/cities. The data analysis technique employed was the t-test using SPSS. The research findings indicated that the mean knowledge score (51.85) was lower than the mean skill score (73.90). The t-test result showed a value of -29.87 with p-value <0.05, indicating a significant difference between the knowledge and skill scores. Several factors contributed to the higher skill scores, including limited access to specialized training and professional development, curriculum structures prioritizing skill-based coursework, and the unique demands of inclusive education settings.

The Policy of Inclusive Education in Indonesia

The Policy of Inclusive education plays a crucial role in building an inclusive and equitable society. Quality education obtained by students in general is the same right for children with disabilities. Through Permendiknas No. 70 in 2009, article 1 explains that the education implementation system provides opportunities for all children with disabilities who have the ability and intelligence or have special talents to attend education in an educational environment together with students in general. However, in practice, many schools that organize inclusive education have not fully implemented the policy. This is due to the absence of guidelines for educators in guiding their students. The purpose of this study is to analyze inclusive education policy in Indonesia. This research uses a literature review with documentary techniques as a means of collecting data from trusted sources. The findings of this study are that in implementing inclusive education policies, qualified resources (budget, teaching staff and infrastructure) are needed, interpreting and elaborating policies in the form of regulations to formulate policy implementation, preparing plans for several steps in implementation based on time, place and budget, continuously organizing students, budgets and infrastructure, and providing benefits.

Typical Challenges Faced by Sub-Urban State Primary Schools Implementing Inclusive Education in Indonesia

The aim of this study was to determine the common obstacles that Indonesian state primary schools have in attempting to provide inclusive education since there are gaps between sub-urban with urban areas. The objects were five state primary schools in one supervisory area in Central Java, one of which was the appointed inclusive school in the area. The four focuses of the research were the physical facilities, teacher perceptions, peer perceptions, and parents’ perceptions. Questionnaires were used to collect data from the headmasters, teachers, peers and parents of children with special needs. The results indicated that peers and parents of children with disabilities tended to have positive attitudes towards children with disabilities. Teachers had positive attitudes towards children with disabilities, but not to inclusive education. Another significant challenge was the limited physical school facilities, including building accessibility. The implication of these findings is that the development of inclusive education in sub-urban areas in Indonesia needs to pay attention to the physical facilities and teacher training.

IMPROVING TEACHERS' UNDERSTANDING OF INCLUSIVE EDUCATION

The existence of inclusive education in Indonesia plays a central role in achieving equitable and inclusive education for all students. This article identifies and formulates problems related to teachers' low understanding of the concept of inclusion, limited resources and variations in understanding of the concept of inclusion among educators. These challenges create barriers to the effective implementation of inclusive education across educational institutions. Through an in-depth literature review and analysis, this article offers a number of solutions, including improved teacher training programs, collaboration between stakeholders and improved access to inclusive learning information and resources. It concludes that changes need to be made at the policy, education institution and community levels to create a sustainable inclusive education environment that benefits all students in Indonesia. As such, this article contributes to an in-depth understanding of the challenges and solutions in the context of inclusive education in Indonesia.

The Obstacles of Inclusive Education Implementation in Indonesia: A Systematic Review

The study is to investigate the obstacles to inclusive education implementation in Indonesia. The method employed in the study was a systematic review, namely a systematic search performed by the researcher using five electronic databases; Wiley, Pumbed, ScienceDirect, Ebsco, and Google Scholar. There was a year limitation in the article publication period, namely articles published in the last ten years (2012 – 2022). The data were analyzed using thematic analysis aiming at identifying study patterns. Based on the data analysis result, there are nine factors inhibiting inclusive education in Indonesia, namely poor management of inclusive schools, incompatible curriculum for students, low regular teachers’ competence in handling special needs students, inadequate quantity and quality of Special Advisors Teachers working at inclusive schools, unidentified variety of special needs students along with problems complexities, inadequate operational financing of inclusive education, inadequate standardized supporting facilities and infrastructure of inclusive education implementation, less leading roles and cooperation between schools and parents, and lack of cooperation between schools and external stakeholders.

Constraints and Strategies for Inclusive Education in Indonesia at the Primary School Level: A Literature Review

Inclusive education in Indonesia is designed for all learners, both "regular" learners and learners with special needs. Inclusive education also aims to facilitate students with special needs to be able to get along with peers in general by placing one educational environment together with "regular" students, so that it is expected to realize an educational environment that respects diversity and without discrimination. However, in its implementation there are obstacles that are not easy to face, both for inclusive schools and teachers who teach. The purpose of this research is to find out the obstacles faced by inclusive schools and teachers at the primary school level and also provide strategies that can be used to optimize inclusive education. The research method used is a qualitative method with a literature review approach. The results of the study show that some of the obstacles faced are the lack of special mentor teachers, the lack of teacher knowledge about students with special needs, the imposed curriculum, the school environment that is still not friendly for students with special needs, and so on. Teachers can use various models, strategies, media and learning resources that are tailored to the class. One strategy that schools can do is to bring in professionals to provide insight for all school members regarding students with special needs. One method or strategy that parents of children with special needs can do is to apply the TEACCH method. And for the government, the education office needs to coordinate internally, especially in the field of educators who can understand the concept and implementation of inclusion policies on an ongoing basis.

Inclusive Education Policy In Indonesia: Best Practices, Challenges, And Future Directions

Inclusive education in Indonesia aims to provide equal access to education for all children, including those with special needs. The government's adoption of inclusive policies aims to create a discriminatory-free educational environment. Best practices involve developing a curriculum that supports diversity, providing teacher training to enhance their understanding of the needs of special students, and fostering an inclusive school environment. Despite challenges such as a lack of resources and social stigma, collaboration among schools, parents, and communities is considered crucial for success. Overcoming these challenges requires further efforts. The future direction of inclusive education policies includes teacher training, improving the accessibility of educational facilities for students with special needs, and expanding collaborations with relevant stakeholders. Policy updates and responsive educational programs are key to creating a sustainable inclusive education system in the future.

IMPLEMENTATION OF INCLUSIVE EDUCATION FOR INDIVIDUALS WITH SPECIAL NEEDS

The problem in this research is that education for children with special needs and inclusive education in Indonesia has so far received little attention and cannot be handled optimally. So this study aims to find out about the quality of education in Indonesia, the development of children with special needs who have differences from normal children in general, both in terms of physical, mental, intellectual and social, and in inclusive education. The method used in this research is library research, using books and other sources. The results of the study explain that as citizens, children with special needs (ABK) and inclusive education have the same rights and obligations as citizens and have the same treatment, including in obtaining education.

Higher Education with Disabilities Policy: Ensuring Equality Inclusive Education in Indonesia, Singapore and United States

Higher Education with Disabilities Policy: Ensuring Equality Inclusive Education in Indonesia, Singapore and United States

Attitudes of Elementary School Teachers Towards Inclusive Education: Implementation of the SACIE-R Scale

Children with special education needs (SEN) studying in inclusive classes are still a hot issue to be discussed. This study aims to investigate the attitudes of elementary school teachers towards inclusive education in Indonesia. A total of 64 elementary school teachers participated in filling out SACIE-R questionnaire. The questionnaire consists of three subscales, namely sentiment, concern, and attitude. The data were analyzed using non-parametric statistics (Spearman Correlation coefficient) and multiple regression analysis. The results show that the attitude of elementary school teachers towards inclusive education is positive with a mean SACIE-R (M = 3.00). Elementary school teachers have fears that they do not have knowledge and skills required to teach students with SEN and are not ready to teach students who require communicative technology (e.g. Braille and sign language) in their classrooms. The duration of teaching experience, teaching, and training experience with children with SEN positively correlated to the concern subscale. Special skill training such as Braille and sign language for elementary school teachers is needed to help them overcome their worries and unpreparedness to teach children with SEN in inclusive classes.

Teacher perceptions of inclusive education training: Implementation of an inclusive elementary school mentoring program based on collaborative partnership

This research explores teachers' perceptions of inclusive education training (a collaborative mentorship programme). The research involved 90 general teachers of inclusive elementary schools who had attended inclusive education training organized by the education office in collaboration with a university in Bogor District, West Java, Indonesia. The data were collected through Google Forms and analyzed using thematic analysis. The results show three main themes: relevance, new knowledge and hope. The results of the training had a positive impact on teachers. Inclusive education training aims to improve the implementation of inclusive education in elementary schools and must be carried out continuously. The training has also increased teachers' competence and independence to develop instructional systems in inclusive classrooms. The mentoring program for inclusive elementary schools through training activities is a program that must be implemented continuously by all stakeholders including the government and universities in order to improve the quality of inclusive education in Indonesia.

Teachers' Perspectives on the Implementation of Inclusive Education Services for Children with Special Needs (ABK) in Indonesia: A Literature Review

<p><strong><em>Teachers' Perspectives on the Implementation of Inclusive Education Services for Children with Special Needs (ABK) in Indonesia: A Literature Review.</em></strong><em> Perspective is a certain point of view, way of thinking, and attitude about something, the ability to understand or interpret a comprehensive phenomenon in a way that makes sense, in this study, namely the implementation of inclusive education services for children with special needs. This study aims to find out teachers' perspectives on the implementation of inclusive education services for children with disabilities in various parts of Indonesia. The research method used was a systematic literature review using articles obtained online from three databases, namely google scholar, science direct, and Garuda portal with a limit of publishing the last five years. Six articles met the criteria and the results of this systematic literature review showed that in general, teachers' perspectives are positive toward the implementation of inclusive education for children with disabilities, however, it has not been maximized because there are not many adequate human resources so it is necessary to increase the capacity of educators to improve the quality of inclusive education in Indonesia.</em></p><strong><em>Keywords:</em></strong><em> Teachers' Perspectives, Inclusive Education, Special Needs</em>

The Development of Collaborative-Based Learning Models to Increase Self-Efficacy and Positive Attitudes of Primary Teacher Education Students towards Inclusive Education in Yogyakarta

This study attempts to develop a collaborative-based learning model that can increase self-efficacy and positive attitudes of Primary Teacher Education (PGSD) students toward inclusive education in Indonesia. This study is intended to provide an understanding to PGSD students who are also teacher candidates. The understanding is about the importance of positive attitudes and teaching abilities, which in this study are limited in self-efficacy. The present study employed the Research and Development (R D) research model. The research participants were elementary school teachers who teach in inclusive schools and 54 PGSD students. Quantitative and qualitative techniques were used to analyze the data. Mann–Whitney U test was used to determine changes in students’ self-efficacy and attitudes before and after learning activities. The results indicate a significant difference in self-efficacy with p sig 0.05. The t-test result is 0.119. As the tcount is greater than the ttable (0.119 0.05), it indicates that there is no significant difference. Hence, it can be inferred that there is no statistically significant difference in developing a collaborative-based lecture model aimed at enhancing self-efficacy and fostering favorable attitudes among PGSD students towards inclusive education in Yogyakarta.

Management Of Quality In Madrasah Education Based On Religious Moderation and Inclusive Education In Indonesia

This paper is a paper that raises the theme of quality management in madrasah education based on religious moderation and inclusion, in this paper there are three questions, first, what is the concept of quality management, in madrasah education? Second, what is the concept of religious moderation which is inclusive in madrasah education? and third, how is quality management in madrasah education based on religious moderation and inclusion? f? by using a content analysis approach to explain the concept of quality management in madrasah education based on religious moderation and inclusion in Indonesia, the results of this paper are first to know the quality management of madrasah education

A Model for Inclusive Education in Indonesia: The Lazuardi Global Islamic School

Abstract. Inclusive education has gained momentum in the last few years as it becomes the buzzword in the vernacular of the Indonesia’s education sector, especially among the educators and education providers in Indonesia. Inclusive education requires education providers to provide quality and accessible education for students with disabilities. This article examines the practice of inclusive education at the Lazuardi Global Islamic School. It is located at the border of West Java and the capital city of Jakarta and is considered as one of the first educational institutions to offer inclusive education within an Islamic educational setting. The article begins with an overview of the inclusive education program offered since 1994 and the progressive orientation of the school’s organization, management, teachers’ educational development and training, in addition to an inclusive curriculum development, that has enabled implementation of an inclusive education. Based on qualitative research and extensive interviews with the school’s leaders, teachers, health professional staffs, parents, and students, this article discusses and analyses the experience of Lazuardi School in implementing inclusive education. The story of Lazuardi can be used as a reference for other Islamic education providers to offer inclusive Islamic education system. Keywords: Inclusive education; students with disabilities; special education needs; Islamic schools; Indonesia. Abstrak. Pendidikan inklusif mendapat momentum dalam beberapa tahun terakhir sebagai istilah yang dipakai dalam bahasa sehari-hari di bidang pendidikan, terutama di kalangan pendidik dan penyelenggara pendidikan di Indonesia. Pendidikan inklusif mensyaratkan penyelenggara pendidikan untuk menyediakan pendidikan yang berkualitas dan dapat diakses oleh siswa penyandang disabilitas. Artikel ini mengkaji praktik pendidikan inklusif di Lazuardi Global Islamic School. Lembaga pendidikan ini terletak di perbatasan Jawa Barat dan ibukota Jakarta dan dianggap sebagai salah satu lembaga pendidikan pertama yang menawarkan pendidikan inklusif dalam lingkungan pendidikan bernuansa Islam. Paper ini diawali dengan penjelasan mengenai ikhtisar program pendidikan inklusif yang dimulai sejak 1994 dan orientasi progresif organisasi sekolah, manajemen, pengembangan dan pelatihan pendidikan guru, di samping pengembangan kurikulum inklusif, yang memungkinkan pelaksanaan pendidikan inklusif. Berdasarkan penelitian kualitatif dan wawancara ekstensif dengan pimpinan sekolah, guru, staf profesional kesehatan, orang tua, dan siswa, penulis membahas dan menganalisis pengalaman Sekolah Lazuardi dalam mengimplementasikan pendidikan inklusif. Kisah Lazuardi dapat dijadikan referensi bagi penyelenggara pendidikan Islam lainnya untuk menawarkan sistem pendidikan Islam inklusif. Kata Kunci: Pendidikan inklusif; siswa penyandang cacat; kebutuhan pendidikan khusus; sekolah Islam; Indonesia.

A Model for Inclusive Education in Indonesia: The Lazuardi Global Islamic School

Abstract. Inclusive education has gained momentum in the last few years as it becomes the buzzword in the vernacular of the Indonesia’s education sector, especially among the educators and education providers in Indonesia. Inclusive education requires education providers to provide quality and accessible education for students with disabilities. This article examines the practice of inclusive education at the Lazuardi Global Islamic School. It is located at the border of West Java and the capital city of Jakarta and is considered as one of the first educational institutions to offer inclusive education within an Islamic educational setting. The article begins with an overview of the inclusive education program offered since 1994 and the progressive orientation of the school’s organization, management, teachers’ educational development and training, in addition to an inclusive curriculum development, that has enabled implementation of an inclusive education. Based on qualitative research and extensive interviews with the school’s leaders, teachers, health professional staffs, parents, and students, this article discusses and analyses the experience of Lazuardi School in implementing inclusive education. The story of Lazuardi can be used as a reference for other Islamic education providers to offer inclusive Islamic education system. Keywords: Inclusive education; students with disabilities; special education needs; Islamic schools; Indonesia. Abstrak. Pendidikan inklusif mendapat momentum dalam beberapa tahun terakhir sebagai istilah yang dipakai dalam bahasa sehari-hari di bidang pendidikan, terutama di kalangan pendidik dan penyelenggara pendidikan di Indonesia. Pendidikan inklusif mensyaratkan penyelenggara pendidikan untuk menyediakan pendidikan yang berkualitas dan dapat diakses oleh siswa penyandang disabilitas. Artikel ini mengkaji praktik pendidikan inklusif di Lazuardi Global Islamic School. Lembaga pendidikan ini terletak di perbatasan Jawa Barat dan ibukota Jakarta dan dianggap sebagai salah satu lembaga pendidikan pertama yang menawarkan pendidikan inklusif dalam lingkungan pendidikan bernuansa Islam. Paper ini diawali dengan penjelasan mengenai ikhtisar program pendidikan inklusif yang dimulai sejak 1994 dan orientasi progresif organisasi sekolah, manajemen, pengembangan dan pelatihan pendidikan guru, di samping pengembangan kurikulum inklusif, yang memungkinkan pelaksanaan pendidikan inklusif. Berdasarkan penelitian kualitatif dan wawancara ekstensif dengan pimpinan sekolah, guru, staf profesional kesehatan, orang tua, dan siswa, penulis membahas dan menganalisis pengalaman Sekolah Lazuardi dalam mengimplementasikan pendidikan inklusif. Kisah Lazuardi dapat dijadikan referensi bagi penyelenggara pendidikan Islam lainnya untuk menawarkan sistem pendidikan Islam inklusif. Kata Kunci: Pendidikan inklusif; siswa penyandang cacat; kebutuhan pendidikan khusus; sekolah Islam; Indonesia.

Permasalahan dalam Penyelenggaraan Pendidikan Inklusi di SDN Pinang 7

The implementation of inclusive education in Indonesia aims to provide educational facilities and services for children with special needs (ABK). The implementation of inclusive education has been implemented in elementary schools throughout Indonesia, especially big cities, but in its implementation found many problems. This study aims to describe the problems in the implementation of inclusive education at SDN Pinang 7. Special (GPK) SDN Pinang 7 Tangerang City. The method used is descriptive qualitative which aims to describe "what is" about a variable, symptom or situation. Data collection techniques in this study in the form of interviews, documentation, and observation. The results showed that there were various problems encountered related to the components of educators, students, school management, curriculum, learning processes, cooperation and lack of infrastructure that supports the implementation of inclusive schools, and the incompatibility of infrastructure facilities owned by schools with the needs of children with special needs. In addition, these problems also arise due to the lack of cooperation from various parties, for example with the government and parents and guardians of students.

The Implementation of Inclusive Education in Indonesia: Challenges and Achievements

This study aims to show the factors in the successful implementation of inclusive education in Indonesia. And what causes obstacles to the implementation of inclusive education. This study uses a literature review through reading media from several national and international journals in the last 10 years that meet the criteria. The results show that the implementation of inclusive education in Indonesia has been quite successful in several big cities. This success is due to several supporting factors such as the existence of special educators, class management, and curriculum. However, there are still many small cities in Indonesia that are still not successful due to the unavailability of adequate facilities and lack of information about the inclusive education system. The government should not only pay attention to big cities but also pay attention to the problem of implementing inclusive education in small cities and make it easier to see data on the number of students with disabilities each year.

Student teachers' perceptions of the collaborative relationships between universities and inclusive elementary schools in Indonesia

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials during the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose lecturers have successfully educated them in order to teach in inclusive elementary schools. Compared to the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities regarding inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used was a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential in order to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve successful inclusive education in Indonesia, we also recommended that the government make policies on multi-sectoral collaboration in order to support inclusive education.

Student teachers' perceptions of the collaborative relationships between universities and inclusive elementary schools in Indonesia

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials during the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose lecturers have successfully educated them in order to teach in inclusive elementary schools. Compared to the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities regarding inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used was a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential in order to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve successful inclusive education in Indonesia, we also recommended that the government make policies on multi-sectoral collaboration in order to support inclusive education .