Inclusive School Policies: A Literature Study of Implementation Dilemmas

Rizky Amalia Rosyidi

doi:10.17977/um005v7i22023p205

Inclusive School Policies: A Literature Study of Implementation Dilemmas

Rizky Amalia Rosyidi

Abstract

This paper aims to examine the dilemma of implementing inclusive school policies. The method used is literature study. The inclusive school policy is a noble vision based on social justice. Even though many obstacles were found in its implementation, it is only fitting that stakeholders, in this case the government, take on a complex role in order to achieve optimal service in policy implementation. The government in this case takes the most important part in increasing the competence of teaching teachers in inclusive schools. Apart from considering competence, it is appropriate to consider support for teachers, both teaching and emotional support in order to optimize the implementation of inclusive education policies in schools, so that teachers can be confident and carry out broader exploration of teaching practices in inclusive classes. In the end, justice in access to education for all Indonesian people can be realized optimally.

Keywords

Policy education; inclusion school; inclusion class

Full Text:

PDF

References

Agbenyega, J. S., & Klibthong, S. (2014). Assessing Thai early childhood teachers’ knowledge of inclusive education. International Journal of Inclusive Education, 18(12), 1247–1261. https://doi.org/10.1080/13603116.2014.886306

Aksu, B., Nevşehir, A., Bektaş, H., Taşçı, S., Bektaş, N. H., & Ataç, B. A. (2020). An investigation of prospective language teachers’ knowledge and attitudes towards inclusive education in Turkey. International Journal of Curriculum and Instruction, 50300(September), 359–373. https://www.researchgate.net/publication/344247345

Aldosari, M. S. (2022). Factors Affecting Middle School Teachers’ Attitudes Toward the Inclusion of Students With Disabilities. Frontiers in Psychology, 13(March), 1–8. https://doi.org/10.3389/fpsyg.2022.853696

Alfikri, F., Khodijah, N., & Suryana, E. (2022). Analisis Kebijakan Pendidikan Inklusif [Inclusive Education Policy Analysis]. Jurnal Ilmiah Indonesia, 7(8.5.2017), 2003–2005. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders

Aminah, S., Rahman, F., & Nurmalasari, Y. (2021). Peningkatan Kompetensi Guru Bimbingan Dan Konseling Dalam Pendampingan Siswa Berkebutuhan Khusus [Increasing Guidance and Counseling Teacher Competence in Assisting Students with Special Needs]. Quanta, 5(3), 79–86. https://doi.org/10.22460/q.v2i1p21-30.642

Amr, M., Al-Natour, M., Al-Abdallat, B., & Alkhamra, H. (2016). Primary school teachers’ knowledge, attitudes and views on barriers to inclusion in Jordan. International Journal of Special Education, 31(1), 67–77.

Aprilia, I. D. (2017). Flexible model on special education services in inclusive setting elementary school. Journal of ICSAR, 1(1), 50-54. http://dx.doi.org/10.17977/um005v1i12017p050

Beaton, M. C., Thomson, S., Cornelius, S., Lofthouse, R., Kools, Q., & Huber, S. (2021). Conceptualising teacher education for inclusion: Lessons for the professional learning of educators from transnational and cross-sector perspectives. Sustainability (Switzerland), 13(4), 1–17. https://doi.org/10.3390/su13042167

Berlach, R. G., & Chambers, D. J. (2011). Interpreting inclusivity: An endeavour of great proportions. International Journal of Inclusive Education, 15(5), 529–539. https://doi.org/10.1080/13603110903159300

De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353. https://doi.org/10.1080/13603110903030089

Desombre, C., Delaval, M., & Jury, M. (2021). Influence of Social Support on Teachers’ Attitudes Toward Inclusive Education. Frontiers in Psychology, 12(September). https://doi.org/10.3389/fpsyg.2021.736535

Donohue, D., & Bornman, J. (2014). The challenges of realising inclusive education in South Africa. South African Journal of Education, 34(2), 1–14. https://doi.org/10.15700/201412071114

Ediyanto, E., Kawai, N., Hayashida, M., Matsumiya, N., Siddik, M. A. B., & Almutairi, A. T. (2021). Indonesian Teachers’ Attitudes Toward Inclusive Education. Discourse and Communication for Sustainable Education, 12(2), 31-44. https://doi.org/10.2478/dcse-2021-0014

Efendi, M. (2018). The implementation of inclusive education in Indonesia for children with special needs: Expectation and reality. Journal of ICSAR, 2(2), 142-147. http://dx.doi.org/10.17977/um005v2i22018p142

Fisher, H. (2012). Progressing towards a model of intrinsic inclusion in a mainstream primary school: A SENCos experience. International Journal of Inclusive Education, 16(12), 1273–1293. https://doi.org/10.1080/13603116.2011.557449

Irvan, M. (2019). Implementasi Pendidikan Inklusif Sebagai Perubahan Paradigma Pendidikan Di Indonesia [Implementation of Inclusive Education as a Change in the Education Paradigm in Indonesia]. Buana Pendidikan: Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 15(27), 67–78. https://doi.org/10.36456/bp.vol15.no27.a1790

Iswari, M., Armaini, A., Zulmiyetri, Z., Nurhastuti, N., & Safaruddin, S. (2023). Developing Instrument for Measuring the Implementation of Inclusive Education in Universities. Journal of Education for Sustainability and Diversity, 2(1), 94-100. https://doi.org/10.57142/jesd.v2i1.67

Ito, H., Chang-Leung, C., & Poudyal, H. (2022). Inclusion of students with developmental disabilities in Japan: barriers and promising practices in primary and secondary education. Asia Pacific Education Review, 0123456789. https://doi.org/10.1007/s12564-022-09763-8

Janawati, N., Supena, A., & Akbar, Z. (2020). Evaluasi Pendidikan Inklusi Di Sekolah Dasar Negeri [Evaluation of Inclusive Education in Public Elementary Schools]. JOEAI (Journal of Education and Instruction), 3(2), 211–221. https://doi.org/10.31539/joeai.v3i2.1461

Jauhari, A. (2017). Pendidikan Inklusi Sebagai Alternatif Solusi Mengatasi Permasalahan Sosial Anak Penyandang Disabilitas [Inclusive Education as an Alternative Solution to Overcoming Social Problems of Children with Disabilities]. IJTIMAIYA: Journal of Social Science Teaching, 1(1). https://doi.org/10.21043/ji.v1i1.3099

Jury, M., Perrin, A. L., Rohmer, O., & Desombre, C. (2021). Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers’ Status and Students’ Type of Disability Within the French Context. Frontiers in Education, 6(May), 1–7. https://doi.org/10.3389/feduc.2021.655356

Lalvani, P. (2013). Privilege, compromise, or social justice: Teachers’ conceptualizations of inclusive education. Disability and Society, 28(1), 14–27. https://doi.org/10.1080/09687599.2012.692028

Mariani, E., & Sulasmono, B. S. (2018). Evaluasi Pelaksanaan Program Pendidikan Inklusi di SMP Negeri [Evaluation of the Implementation of the Inclusive Education Program in Public Middle Schools]. Kelola: Jurnal Manajemen Pendidikan, 5(2), 205–216. https://doi.org/10.24246/j.jk.2018.v5.i2.p205-216

Materechera, E. K. (2020). Inclusive education: why it poses a dilemma to some teachers. International Journal of Inclusive Education, 24(7), 771–786. https://doi.org/10.1080/13603116.2018.1492640

Mohamed Emam, M., & Al-Mahdy, Y. F. H. (2020). Teachers’ efficacy for inclusive practices in the Sultanate of Oman: Effect of gender and teaching experience. School Psychology International, 41(2), 170–192. https://doi.org/10.1177/0143034319895062

Muh, A. S., & Uslan, U. (2020). Evaluasi Program Pendidikan Inklusi di Sekolah Dasar Abdi Kasih Bangsa [Evaluation of the Inclusive Education Program at Abdi Kasih Bangsa Elementary School]. Musamus Journal of Primary Education, 2(2), 102–112. https://doi.org/10.35724/musjpe.v2i2.2536

Nel, N. M., Tlale, L. D. N., Engelbrecht, P., & Nel, M. (2016). Teachers’ perceptions of education support structures in the implementation of inclusive education in South Africa. Koers, 81(3). https://doi.org/10.19108/KOERS.81.3.2249

Nuraini. (2022). Problematika sekolah inklusi di perbatasan [Problems of inclusive schools on the border]. Adiba: Journal of Education, 2(1), 1–10.

O´Riordan, J. (2017). Inclusion and its Implementation in a Rural Primary School in Ireland. Reach Journal of Special Needs Education in Ireland, 30(1), 45–55. http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=ehh&AN=120883161&site=ehost-live&scope=site

Poernomo, B. (2016). The Implementation of Inclusive Education in Indonesia : Current Problems and Challengs. American International Journal of Social Science, 5(3), 144–150. http://www.aijssnet.com/journals/Vol_5_No_3_June_2016/17.pdf

Saloviita, T. (2020). Teachers’ Changing Attitudes and Preferences around Inclusive Education. International Journal of Disability, Development and Education, 00(00), 1–18. https://doi.org/10.1080/1034912X.2020.1828569

Scanlon, G., Radeva, S., Pitsia, V., Maguire, C., & Nikolaeva, S. (2022). Attitudes of teachers in Bulgarian kindergartens towards inclusive education. Teaching and Teacher Education, 112(February), 103650. https://doi.org/10.1016/j.tate.2022.103650

Sugiyono. (2018). Metode penelitian kuntitatif, kualitatif, dan R&D [Quantitative, qualitative, and R&D research methods]. Bandung: Alfabeta

Supriatini, Muhdi, & Yuliejantiningsih, Y. (2019). Implementasi kebijakan dan pendidikan inklusi [Policy implementation and inclusive education]. 410. 8, 410–425.

Syamsiyah, S. F. (2022). Implementasi Kebijakan Pendidikan Inklusif di Kabupaten Jember. SPEED Journal : Journal of Special Education, 6(1), 61–73. https://doi.org/10.31537/speed.v6i1.733

Tanjung, R., Supriani, Y., Arifudin, O., & Ulfah, U. (2022). Manajemen Penyelenggaraan Pendidikan Inklusi pada Lembaga Pendidikan Islam [Management of Implementation of Inclusive Education in Islamic Education Institutions]. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(1), 339–348. https://doi.org/10.54371/jiip.v5i1.419

Turkoguz, S., Baran, M. S., Gurbuz, M., Tuysuz, C., & Ugulu, I. (2021). Quantitative Evaluation of Prospective Teachers’ Views on Inclusive Education. European Journal of Education Studies, 8(10). https://doi.org/10.46827/ejes.v8i10.3944

UNICEF. (2018). SDG 4 Baseline Report for Indonesia (Issue July).

UNICEF. (2019). Education and Communication Strategy to Change Values and Attitudes Around Disabilities: Desk Review Report.

UNICEF. (2020). The Situation of Children in Indonesia - Trends, Opportunities and Challenges in Fulfilling Children's Rights. Unicef Indonesia, 8–38.

Werner, S., Gumpel, T. P., Koller, J., Wiesenthal, V., & Weintraub, N. (2021). Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education? PLoS ONE, 16(9 September). https://doi.org/10.1371/journal.pone.0257657

Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802. https://doi.org/10.1016/j.tate.2022.103802

Yasa, R. B., & Julianto, J. (2018). Evaluasi Penerapan Pendidikan Inklusi di Sekolah Dasar di Kotamadya Banda Aceh Dan Kabupaten Pidie [Evaluation of the Implementation of Inclusive Education in Elementary Schools in Banda Aceh Municipality and Pidie District]. Gender Equality: International Journal of Child and Gender Studies, 3(2), 120–135. https://jurnal.ar-raniry.ac.id/index.php/equality/article/view/3448

Yu, L., Su, X., & Liu, C. (2011). Issues of teacher education and inclusion in China. Prospects, 41(3), 355–369. https://doi.org/10.1007/s11125-011-9204-8

Zakaria, N. A., & Tahar, M. M. (2017). The effects of inclusive education on the self-concept of students with special educational needs. Journal of ICSAR, 1(1), 25-31.

Zed, M. (2014). Metode penelitian kepustakaan [Library research methods]. Jakarta: Yayasan Pustaka Obor Indonesia

DOI: http://dx.doi.org/10.17977/um005v7i22023p205