Edukatif : Jurnal Ilmu Pendidikan Volume 4 Nomor 2 Tahun 2022 Halm 1888 - 1896

EDUKATIF: JURNAL ILMU PENDIDIKAN

Research & Learning in Education
https://edukatif.org/index.php/edukatif/index

The Implementation of Inclusive Education for Children with Special Needs in Indonesia

Hikmat
UIN Sunan Gunung Djati Bandung, Indonesia
E-mail : [email protected]

Abstrak
Pendidikan inklusif adalah semacam pendidikan kesetaraan dan nondiskriminatif di mana anak-anak dengan
dan tanpa cacat menerima pendidikan yang sama. Pendidikan inklusif adalah jenis pendidikan khusus yang
mewajibkan semua anak penyandang disabilitas mendapatkan pendidikan yang setara dengan teman sebayanya.
Sampai saat ini anak-anak dengan berbagai kemampuan (cacat) telah mendapatkan fasilitas pendidikan yang
unik yang disebut Sekolah Luar Biasa yang disesuaikan dengan derajat dan jenis kecacatannya (SLB). Secara
tidak sengaja, sistem pendidikan khusus telah membangun penghalang eksklusivitas bagi siswa penyandang
disabilitas. Penyelenggaraan pendidikan inklusi bagi anak berkebutuhan khusus harus menciptakan lingkungan
yang menyenangkan, ramah dan membangun kepercayaan diri siswa akan kemampuannya untuk mendapatkan
pendidikan yang sesuai dengan haknya. Di Indonesia, sekolah inklusi masih belum dilaksanakan sesuai dengan
konsep dan aturan yang diajukan, baik dari sisi siswa, kredensial guru, sarana dan prasarana, serta dukungan
orang tua dan masyarakat. Inklusi dalam pendidikan masih merupakan fenomena yang relatif baru di Indonesia.
(Times New Roman 11, reguler, spasi 1, spacing before 6 pt, after 6 pt)
Kata Kunci: Layanan Pendidikan Inklusif, Anak Berkebutuhan Khusus, Pendidikan Inklusif

Abstract
Inclusive education is a sort of equity and nondiscriminatory education in which children with and without
disabilities receives the same education. Inclusive education is a type of special education that requires all
children with disabilities to get an education on a par with their peers. Until now, children with varying
abilities (disabled) have received unique educational facilities called Special Schools that are adapted to their
degree and kind of disability (SLB). Inadvertently, the special education system has erected a barrier of
exclusivity for students with disabilities. Implementing inclusive education for children with special needs
should generate a pleasant, welcoming environment and build students' confidence in their ability to get an
appropriate education according to their rights. In Indonesia, inclusive schools are still not being
implemented according to the concepts and rules proposed, both in terms of pupils, teacher credentials,
facilities and infrastructure, and parental and community support. Inclusion in education is still a relatively
new phenomenon in Indonesia.
Keywords: Inclusive Education Services, Children with Special Needs, Inclusive Education

Copyright (c) 2022 Hikmat

 Corresponding author:
Email : [email protected] ISSN 2656-8063 (Media Cetak)
DOI : https://doi.org/10.31004/edukatif.v4i2.2338 ISSN 2656-8071 (Media Online)
Edukatif : Jurnal Ilmu Pendidikan Vol 4 No 2 Tahun 2022
p-ISSN 2656-8063 e-ISSN 2656-8071
1889 The Implementation of Inclusive Education for Children with Special Needs in Indonesia – Hikmat
DOI: https://doi.org/10.31004/edukatif.v4i2.2338

INTRODUCTION
As a country with potential in the development of education, Indonesia must adapt to current conditions.
The necessity of a better education format has become a shared “obligation” to realize it (Syakur et al., 2020).
It has required us to change while providing a new concept of basic education, carrying out an effort to
liberate education colored by values that hegemonize students’ creative thinking. Giving full opportunities to
students in the context of developing their abilities according to their talents will have positive implications
for their natural growth and development (Avent Harris et al., 2021).
On the other hand, access to education is a basic need for all citizens. This means that the government
should ensure the realization of the Education for All (EFA) concept for its citizens (Opertti et al., 2013). In
addition, the government is also obliged to continuously make various efforts to improve the quality of
people’s education (Do et al., 2020). Moreover, when referring to HDI in 2011, Indonesia was at No. 124 out
of 187 countries, while Indonesia was at No. 12 out of 21 countries in the Asia Pacific. This shows that the
quality of our nation is still not equal, said they have not been able to compete with other countries. Therefore,
the government must continuously improve quality, as mentioned above Agustina et al., (2019); Wasir et al.,
(2019).
One of the fundamental problems in Indonesian education is its accessibility to get their rights as
citizens guaranteed by the Constitution. Allegedly there are still many school-age children who have not
attended school. Not to mention the various problems that often plague our education world (Noor, 2020).
Starting from inadequate infrastructure, low quality of human resources, limited learning resources, multiple
conflicts related to the legitimacy of school land, and recently, which has become a public concern, are brawls
between students and so on (Rana et al., 2020).
Among these problems is the reality that many students are still categorized as having physical and
mental limitations. He does not get the right to education and teaching as other normal children enjoy. The
terms commonly used for them are disabled. New data released by the Ministry of Health in 2010 stated that
people with disabilities reached 3.11 percent of the population of around 6.7 people (Nijhof et al., 2018).
Meanwhile, when referring to the World Health Organization (WHO) standards with even more stringent
requirements, of course, it is known that the number of people with disabilities in Indonesia reaches 10 million
people (Organization, 2019). Of that number, more than half are children who do not or have not had the
opportunity to enjoy education. According to WHO data in 2002, the number of blind people themselves
reached 1.5% of the total population, much higher than other developing countries such as Bangladesh (1%),
India (0.7%), Thailand (0.3%) (Asmara, 2021). So far, the government has provided access to education for
Children with Special Needs (ABK) by being facilitated in SLB schools. However, the existence of this
institution has not been sufficient to provide adequate facilities for the development of ABK (Putro & Suharto,
2021).
Inclusive education is a sort of equality and non-discriminatory education in which children with
disabilities and children in general, receive the same education. In inclusive education, special-needs children
do not receive special treatment or privileges but have the same rights and obligations as other students
(Florian, 2019). There are numerous interpretations of the term "inclusive education." The first is to value all
students and staff equally, to increase student involvement, and to reduce students' exclusion from the
cultures, curricula, and communities of their local schools. Reorganizing school cultures, regulations, and
practices in order to accommodate the diversity of kids in the neighborhood (Zabeli et al., 2021). Taking steps
to remove barriers to learning and engagement for all children, not only those with disabilities or those
classified as "having special educational needs." Using lessons learned from efforts to eliminate barriers to
access and engagement for specific children, we may implement improvements that benefit all students
(Mamas et al., 2019).

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The second understanding was conveyed by J. David Smith, who stated that inclusive education places
great emphasis on assessment from the point of view of ownership of the same grace from each student,
meaning that every student has the same rights and opportunities to access education with the exact
requirements and separate, unequal educational facilities (Bhati & Song, 2019). Inclusive is seen as a more
positive description of efforts to unite children with disabilities realistically and inclusively can also mean
accepting children with disabilities into the curriculum, environment, and social interactions (Nilholm, 2021).
Third, inclusive education is an educational service system that requires students with special needs to
attend regular classes alongside their peers in adjacent schools. Schools that provide inclusive education enroll
all students in the same building. The school provides an appropriate and rigorous educational program that is
adapted to each student's talents and requirements, as well as the assistance and support that teachers can
provide to help children succeed (Ackah-Jnr & Danso, 2019).
Fourth, Daniel P. Hallahan put forward the notion of inclusive education as education that places all
students with special needs in regular schools throughout the day. In this kind of education, teachers have
complete responsibility for these students with special needs. Inclusive education is about equal rights that
every child has. Inclusive education is a process to remove the barriers that separate students with special
needs from regular students to learn and work together effectively in one school (Siahaan et al., 2021).
From the various definitions above, the following conclusions can be drawn: 1) Inclusive Education
ensures access to education for those with special needs, 2) Integrates learning for children with special needs
generally in the same institution, meaning they no longer have to study in different places, teachers, learning
resources, learning facilities (Collins et al., 2019).
The term impairment (damage), as put forward by Frieda Mangunsong, is usually associated with
medical or organic conditions, disease, or damage to tissue. For example, lack of oxygen at birth causes brain
damage or neurological disorders, making the child have cerebral palsy (cerebral palsy) hearing nerve damage
that results in deafness. At the same time, disability (specificity) is a condition that describes a dysfunction or
reduction in a function that can be objectively measured or seen due to a loss or abnormality of a person’s
body part or organ. In addition, disability can also be interpreted as an inability to do something or a reduced
capacity to carry out activities or act in a certain way. Behaviors that appear in people with this specialty, such
as brain damage, can cause mental retardation, hyperactivity, low school achievement, and so on (Dehhaghi et
al., 2021).
Handicapped (disability) is defined as the inability of an individual due to an impairment or disability
condition so that the individual cannot perform an essential social role (social factor). Another understanding,
as stated by Mangunsong, handicapped is a social or environmental consequence of specificity, when the
problem or result of the damage (impaired) interacts with the environment or functional demands imposed on
a child with special needs in a particular situation (Agaronnik et al., 2019)
This inability does not necessarily exist in someone with special conditions. A person who is disabled
usually has more than one obvious problem. A person with a specific disability may not be able (handicapped)
in a situation that does not have the facilities or flexibility for his specialty, but not in other conditions. For
example, blind children cannot travel long distances compared to normal children. But he could travel in
familiar areas or excel in music or other skills (Goggin & Ellis, 2020).
Additionally, numerous specialists defined exceptional children as children who differ from the ordinary
or normal child in terms of mental traits, sensory ability, communication skills, social conduct, and physical
characteristics. Meanwhile, Hallahan and Kauffman also stated that exceptional children are children who
need special education because they have very striking differences from children in general in one or more
respects, including mentally retarded, gifted, learning disabled, emotionally disturbed, physically
handicapped, or they have a speech or language impairment, hearing or vision impairment. This term is seen
to be broader in scope than the previous term because not only children with disabilities or children with

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DOI: https://doi.org/10.31004/edukatif.v4i2.2338

disabilities or children with tuna but children who have advantages (gifted) can also be categorized as
extraordinary children (Fegert et al., 2020)
Suran and Rizzo also put forward a definition that is considered sufficiently representative: Children
with disabilities exhibit considerable differences in a number of essential characteristics of human function.
This means they are physically, psychologically, cognitively, or socially harmed from reaching their full
potential and attaining their goals, including those who are deaf, blind, have speech disorders, physical
disabilities, mental retardation, emotional disorders (Huber et al., 2018)
Based on some of the definitions above, it can be concluded that children with special needs need
special education services because they have permanent or temporary deficiencies resulting from physical,
mental, or combined disorders or emotional conditions. It must be explicitly realized that these physical and
mental limitations do not erase them as citizens, including the right to access knowledge and enjoy education
like other children in general (Valdebenito et al., 2018).
The division of the classification of children with special needs, according to Mangunsong, includes:
1. Autistic Spectrum Disorder (Autism); is a disorder that affects a child from birth or during infancy and
impairs his or her ability to build normal social interactions or communicate normally. So that the child
is isolated from ordinary life and entered into a repetitive and obsessive world.
2. Attention Deficit Hyperactivity Disorder (ADHD) is better known as hyperactivity. Children with
ADHD have excessive anxiety, are impulsive, easily distracted, and often experience difficulties inside
and outside the home.
3. Geniuses; are children who have abilities in an area above the average child in general. His talent can
also be seen in various areas such as general intellectual ability, special academies, etc.
4. Children with speech and language barriers; this disorder refers to children with communication
disorders such as stuttering, articulation disorders, and language disorders.
5. Children with learning difficulties have learning difficulties due to perceptual difficulties. Children’s
learning difficulties can be classified into difficulties in mathematics (dyscalculia), difficulties in
reading (dyslexia), language difficulties (dysphasia), and writing difficulties (digraphia).
6. Blind; visual disturbances in the form of complete or partial blindness. A condition in which visual
function declines from mild to most severe degrees.
7. Deaf; A hearing loss condition includes both mild and severe levels. Classified into the category of
hearing impaired or deaf.
8. Mentally disabled; children with retardation or mental retardation, namely individuals who have
intelligence levels below the normal average with an IQ score lower than 70.
9. Quadriplegic; is a physical disorder related to the muscles, joints, and nervous system that requires
special services. Such as cerebral palsy or cerebral palsy (Rahayu & Mangunsong, 2020).

METHOD
This research will be carried out using a qualitative approach as the research method (Sugiyono, 2016).
Sources of data will be obtained through various studies and previous studies as secondary data. The data that
has been collected will be analyzed so that the desired results can then be found.

FINDINGS AND DISCUSSION

Inclusive Education Needs
Numerous countries have pledged to pursue inclusive education in order to eliminate unequal treatment
in education. Inclusive education is based on international documents, including the 1948 Universal
Declaration of Human Rights, the 1989 United Nations Convention on the Rights of the Child, the World
Declaration on Education for All, Jomtien 1990, the 1993 Standard Regulations on Equal Opportunity for

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Persons with Disabilities, and the Salamanca Statement and Framework for Action on Special Needs
Education.
According to some experts, inclusive education has various meanings, including:
1. Tarmansyah said that inclusive education is a school that accommodates all students in the same class.
2. Additionally, Tarmansyah emphasized that inclusive education included placing children with mild,
moderate, and severe disabilities in regular classes.
3. L.K.M. Marentek said that inclusive education is a type of education that provides services to children
with special educational needs who attend conventional schools (SD, SMP, SMA, and SMK) and are
defined as exceptional in terms of disabilities and slow learners (slow learners) and those with other
learning issues.
At the moment, Indonesia lacks precise and specific data on the number of children with special needs.
According to the Ministry of Women's Empowerment and Child Protection, there are around 1.5 million
children with special needs. However, the United Nations estimates that at least 10% of school-aged children
have some form of disability. In Indonesia, there are 42.8 million school-aged children, defined as those aged
5 to 14. According to this estimate, there are approximately 4.2 million special needs children in Indonesia.
Indonesia has a sizable population of children with special needs (ABK).
Education is a fundamental need of every human being in order to secure the continuation of his or her
life in a decent manner. As a result, the state is required by Article 31 of the 1945 Constitution to provide
high-quality educational services to all citizens, including those with special needs. Unfortunately, Indonesia's
education system has failed to accept variety, resulting in the division of educational institutions along
religious, ethnic, and even physical and mental ability lines. This fragmentation of educational institutions has
deprived pupils of the opportunity to learn to accept the reality of social variety. The Indonesian government
has made attempts to promote inclusive education through a variety of programs and activities administered
by the Ministry of National Education and provincial, city, and district education offices. In practice,
implementing inclusive education faces a variety of problems and difficulties. Frequently cited impediments
include misconceptions regarding inclusive education, inconsistency in legislation or policies, and a rigid
educational system.
Inclusive education is a government policy in seeking education that every citizen can enjoy to obtain
equal distribution of education regardless of children with special needs and children in general so that they
can go to school and obtain decent and quality education for the future of their lives.
Strategies, methods, or ways of implementing inclusive education in each country vary widely. This
diversity of implementation is because each country has a different culture and tradition. In addition, these
differences in implementation also occur at the provincial, city, and even school levels.
Government Obligation to Implement Inclusive Education
Efforts to introduce and implement inclusive education in Indonesia started in the 1980s. The success of
implementing inclusive education is influenced by many factors, including cultural, political, and human
resources factors. The implementation of inclusive education can be evaluated with the index for inclusion.
This inclusion index is composed of three dimensions: (1) culture (building inclusive cultures), (2) policy
(generating inclusive policies), and (3) practice (evolving inclusive practices).
Each dimension is split into two parts: The cultural dimension is divided into two sections: one on
community building and another on developing inclusive values. The policy dimension entails the creation of
inclusive environments and the implementation of diversity assistance (organizing support for variety).
Simultaneously, the practical dimension includes a portion on collaborative learning and play (orchestrating
play and learning) and a piece on resource mobilization (mobilizing resources).
Article 11 paragraphs 1 and 2 concerning the rights and obligations of the government and local
governments are as follows:

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1. The federal government and local governments are obligated to provide services and facilities, as well
as to ensure that all citizens get a high-quality education without regard for prejudice
2. The central government and local governments are required to ensure that sufficient funds are
available to implement education for all citizens aged 7-15 years.
The law above shows that all school-age children must receive a proper and quality education and
education for all. The progress of a nation can be seen from how the educational process is then contained in
government policies taken in the administration of education. One of them is children with special needs who
must receive equal treatment in obtaining a proper and quality education.
The Development of Inclusive Education in Indonesia
Children’s education with special needs has undergone many changes in its development. At first,
children’s education with special needs was segregated or separated from society in general. In the
implementation of education such as SLB schools, there are specializations for children with special
requirements according to the obstacles such as SLB-A for schools for blind children, SLB-B for schools for
deaf children, SLB-C for schools for mentally disabled children, SLB-D for schools for children with
disabilities. Next, it leads to integrative education, an integrated approach that integrates extraordinary
children into regular schools. However, it is still limited to children who can follow the curriculum at the
school and then inclusion is the concept of education that does not distinguish the diversity of individual
characteristics.
Until now, children with exceptional needs have received unique educational facilities called
Extraordinary Schools that are adapted to their degree and type of need (SLB). Inadvertently, the special
education system has erected a barrier of exclusivity for students with disabilities. Until now, the wall of
exclusivity has been unaware of how it has harmed the process of becoming acquainted with children with
special needs and children in general. As a result, when groups with special needs engage, they establish
communities that are cut off from societal dynamics. The general public is unfamiliar with the lives of
individuals with disabilities. Meanwhile, groups with special needs feel as though their existence is an
afterthought in the lives of those around them.
The notion of inclusive education evolved in response to the increased demands of groups with special
needs to assert their rights. The Convention on the Rights of Persons with Disabilities and its Optional
Protocol, ratified in March 2007, is one of the international agreements that promote the development of an
inclusive education system. According to Article 24 of this Convention, all countries are required to develop
an inclusive education system at all levels of schooling. One of the objectives is to promote the full inclusion
of groups with special needs in everyday life. However, in fact, Indonesia's inclusive education system
remains a tug-of-war between the government and educators.
While inclusive education is still in its infancy in many ways, in an ideal world, inclusive education
would be the ideal school for children with and without special needs. The setting that has been developed is
extremely receptive to youngsters with special needs. They can learn from their peers' spontaneous
interactions, particularly the social and emotional components. Meanwhile, children without exceptional needs
provide opportunity to develop empathy, helpfulness, and compassion. Additionally, there is evidence that
folks without special needs achieve extraordinary things without being troubled in the slightest.
Developing an inclusive education system is one of the prerequisites for establishing an inclusive
society, a society that values and respects diversity as a fact of life. Numerous instances involving the
implementation of inclusive education, such as the absence of supportive facilities for the inclusive education
system and the limited knowledge and skills of inclusive education teachers, demonstrate that the inclusive
education system has not been adequately prepared.
The implementation of inclusive education for children with special needs should create an environment
that is friendly to learning, which allows all students to learn in a comfortable and fun way.

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Inclusive Education Today

The implementation of inclusive education is not as simple as organizing public schools. The reality on
the ground is that the characteristics of children with special needs that are received are not following the
policy, such as in terms of receiving special types, the level of intelligence is still below average, there is no
limit on the number of students accepted, and there is no special infrastructure. Support from parents of
children with special needs, parents of regular students, and the new community in the form of moral support.
Whereas the support needed should be in the form of material support and direct involvement in implementing
inclusive education. Government support, both central and regional, has not been evenly distributed in all
regions and is still very limited, both in technical assistance (involvement in the implementation of
monitoring, mentoring and evaluating the implementation of inclusive education) and non-technical assistance
(funds and equipment).
The models of inclusive education that can be carried out in Indonesia are as follows:
1. Regular Class (Full Inclusion) Children with special needs study with normal children in regular
classes using the same curriculum throughout the day.
2. Regular class with Cluster Children with special needs study with normal children in regular classes
in special groups.
3. Regular Class with Pull Out Children with special needs study with normal children in the regular
class but at certain times are pulled from the regular class to another room to study with a special
tutor.
4. Regular Class with Clusters and Pull Out Children with special needs study with normal children in
regular classes in special groups. At certain times are pulled from regular classes to other classes to
study with special tutors.
5. Special Classes with Various Integrations Children with special needs study in special classes at
regular schools, but they can study with normal children in regular classes in certain fields.
6. Full Special Class Children with special needs study in special classes at regular schools.

CONCLUSION
The implementation of inclusive education is a form of government effort expected to produce the next
generation who can understand and accept all conditions of differences and will not create discrimination in
people’s lives in the future. In several cities in Indonesia, inclusive education has also emerged, whose
implementation is carried out in collaboration with schools and city governments. However, in reality, it is
still challenging to realize inclusive education that can meet the needs of children with special needs. One
form of these difficulties is that there are still people who do not accept students with special needs in regular
schools. Besides that, there is also disharmony between various parties in implementing inclusive education,
such as the need for qualified teachers and good schools to support inclusive education fully. Each party wants
to work together in realizing inclusive education in Indonesia in a joint effort to learn the idea of education
without discrimination. Inclusive education still needs special attention in its implementation so that in the
future, children with special needs get educational services that are following their conditions and can respect
the reality of diversity in life in society to the fullest.

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