Inclusive Education for Persons with Disabilities in Indonesia

Arni Surwanti and Edi Supriyono

Master Management Department Universitas Muhammadiyah Yogyakarta

Keywords: Persons with Disabilities, Inclusive Education, Rights.

Abstract: There are various reasons that make persons with disabilities unable to get a formal education. Some of these

many reasons are going to school, like accessible, school facilities, the readiness of teacher and learning

system, many parties do not understand how inclusive education can be implemented. This research is

qualitative research using an explorative, descriptive approach to analyze existing problems. The use of an

explorative, descriptive approach is used because of the nature of research that wants to reveal the

phenomenon of the problem. This research needs to explore detail problem in implementation of inclusive

education. Various obstacles and challenges still faced by persons with disabilities to be able to enjoy

educational opportunities are hindered by the availability of school facilities and infrastructure, the

availability of teachers who have the ability to teach students with disabilities, challenges of parents of non-

disabled students, deaf and blind students with basic communication skills and abilities read. Teacher’s

inability to access grant programs offered by the government. The role of social marketing is very necessary.

Socialization, school assistance and monitoring and evaluation to schools and various stakeholders are needed

to ensure that various government policies that encourage the realization of inclusive education can be

implemented.

1 INTRODUCTION

1.1 Data of Persons with Disabilities

in Indonesia

The characteristics of persons with disabilities in

Indonesia are only understood by the Ministry of

Social Affairs. Other ministries still do not fully

understand who is persons with disabilities. The

lack of understanding of persons with disabilities

has a very serious impact, especially on data

collection. The implementation of the population

census carried out in Indonesia, has not been able to

provide valid data on the number of persons with

disabilities in Indonesia. This condition is reflected

in the form of instruments used in the population

census by BPS. The instruments used did not reflect

all types of disabilities. So, it is not surprising that

the number of persons with disabilities has not

shown valid data. There are several versions of the

data collection on the number of persons with

disabilities in Indonesia. A national survey

conducted by the Bureau of Statistics in 1983, the

Ministry of Social Affairs estimated that there were

around 6 million people with disabilities or 3.11%

of the total population of Indonesia. When enacted

Law Number 4 of 1997, the Legislative of the

Republic of Indonesia determined that the number

of persons with disabilities in Indonesia is 5% of the

total population in Indonesia. According to the

WHO report, the number of persons with

disabilities in 2011 is on the average 15% of the

total population. So if the number of people in

Indonesia in 2016 is 255 million, the number of

persons with disabilities in Indonesia are 38.25

million persons.

At present, persons with disabilities still face

problems related to their welfare. The

characteristics of persons with disabilities in

Indonesia on average are as follows: almost 89%

live in rural areas; come from families with low

levels of social economy and health; still facing

psychological problems, such as fear of leaving

home because they are shy, not confident, and have

social and cultural barriers; discrimination from

family and society, as well as architectural barriers,

namely, the unavailability accessible public

facilities; lack of opportunities to get education and

training, many persons with disabilities, has only

low level of formal education.

602

Surwanti, A. and Supriyono, E.

Inclusive Education for Persons with Disabilities in Indonesia.

DOI: 10.5220/0008434306020612

In Proceedings of the 2nd International Conference on Inclusive Business in the Changing World (ICIB 2019), pages 602-612

ISBN: 978-989-758-408-4

Persons with disabilities in Indonesia have a low

level education; this can be seen in the 2003 national

census data, data that was successfully recorded by

Indonesian Central Bureau of Statistics showed

there were 1,480,000 persons with disabilities in

Indonesia, only 5% who received formal

educations. If the data of people with disabilities are

based on WHO report assumptions, the number of

persons with disabilities are 38.25 million and those

who get education only 5%, then the number of

persons with disabilities who receive formal

education is only 1,912,500, and that means

36,337,500 people with disabilities in Indonesia

which has not received formal education. This fact

shows that the number of persons with disabilities

who did not receive formal education showed a very

large number.

Table 1: Education Budget in Indonesia Fiscal Year 2005-

2011.

Year

Education Budget

(Thousand IDR)

National Budget

(Thousand IDR)

% Education Budget

from The National

Budget

2005

21.721.878.255

380.400.000.000

5,71

2006

36.755.857.973

427.600.000.000

8,60

2007

44.058.392.664

746.500.000.000

5,90

2008

49.701.004.473

781.354.000.000

6,36

2009

62.485.937.646

985.725.300.000

6,34

2010

63.830.284.679

974.819.700.000

6,55

2011

68.191.722.245

1.104.902.000.000

6,17

Source: APBN Republic of Indonesia 2012

There are various reasons that make persons

with disabilities unable involved in formal

education. Some of these reasons are the difficulty

of parents to pay tuition fee and operational cost,

because most families of persons with disabilities

economic conditions are not good, family and

community attitudes think that persons with

disabilities do not have the ability to get education,

difficulties in mobility make them difficult reaching

schools, the architecture of school buildings is not

accessible, the inability of teachers to teach the

persons with disabilities, unavailability of learning

support facilities, incompatibility of systems and

learning methods with characteristics of persons

with disabilities. On the other hand, it shows that

there is quite a large budget for education in

Indonesia. Until now, the budget for education in

Indonesia cannot be absorbed by 100%. It should be

with a large enough budget, can create a model of

education that can reduce the number of persons

with disabilities who do not attend school. As an

illustration, the absorption of the education budget

in Indonesia is shown in table 1. The problem of

many persons with disabilities are uneducated also

can be seen in India. Inclusive education in India

supported by policy and principle, but still have a

big problem in the implementation (Madan &

Sharma, 2013).

1.2 Education System for Persons

with Disabilities in Indonesia

The problem of persons with disabilities has so far

only been seen as a problem that is the responsibility

of the social ministry. So it is undeniable that the

characteristics of persons with disabilities in

Indonesia are only well understood by the Ministry

of Social Affairs. Meanwhile, other ministries, as

well as other components of the community, do not

understand who persons with disabilities, and what

are their problems. So far, the handling of persons

with disabilities carried out by the government and

the community has been carried out by charity

approach. The understanding of the government and

the public towards persons with disabilities

generally views that persons with disabilities as part

of the community is very tragic persons, which only

needs help. The United Nation, through “the

Convention on the Right of Persons With

Disabilities (UN-CRPD: 2006)” introduces a new

approach in the handling of persons with

disabilities. The approach used is the human rights

approach. Under the UN-CRPD it defines persons

with disabilities as those who have long-term

physical, mental, intellectual or sensory damage,

who interact with various obstacles, which can

hinder their full and effective participation in

society on an equal basis with others. Persons with

disabilities are part of the community that has rights

that must be respected, protected, and fulfilled by

the government.

Persons with disabilities are at all ages in the

community in Indonesia. They can come from any

ethnic group in this country, come from all social

classes, from any cultural groups and religious

groups. They are users of schools, workplaces,

shopping centers, users of public transportation and

government offices, and other public facilities in the

community. People who use wheelchairs, sticks,

and sign language, people with intellectual

disabilities, must be part of our world. Most people

with disabilities are not seen in the community.

Physical barriers prevent the access of physically

Inclusive Education for Persons with Disabilities in Indonesia

603

disabled persons to enter the public space and

prevent them from being able to move freely. The

existence of technological barriers makes people

with hearing and visual impairments hampered in

communicating with others. Persons with

disabilities also have social barriers in the form of

attitudes and practices from the community that

explicitly and implicitly view persons with

disabilities as unwanted people and are considered

have not the capability of carrying out any activities

compared to others.

Law No. 19 of 2011 about “ratification the

convention on the rights of persons with disabilities

(UN-CRPD)”, is expected can be as basis that

guarantee persons with disabilities in Indonesia can

get their rights. In article 24 of the UN-CRPD,

States parties recognize the rights of persons with

disabilities in education.

With the aim of realizing rights without

discrimination and equal opportunities, States

parties must guarantee persons with disabilities can

get an education in all types and levels of education.

The absence of sanctions, in addition to the absence

of legal protection, and the mechanism of sanctions

if violations have occurred. In terms of aspects of

compliance, through the issuance of regulations, the

central, provincial and district governments have

provided greater opportunities for persons with

disabilities to enjoy education even though it does

not explicitly guarantee the rights of persons with

disabilities to education. Normally persons with

disabilities have also been given the freedom to

choose to take part in integrated education or special

education. However, in practice, many attempts to

avoid the obligation to carry out inclusive education

were found, for various reasons. To influence many

parties to implement inclusive education, a social

marketing perspective will be needed.

Social marketing concept can be used to

influence individuals and society to do social

activities. This concept integrates research, best

practice, theory, audiences, and insight into

partnerships, to inform the delivery of sensitive and

segmented competitions for social change programs

that are effective, efficient, fair and sustainable.

Although "social marketing" is sometimes seen only

as of the use of standard commercial marketing

practices to achieve non-commercial goals, this is

too simplistic. The purpose of social marketing is

education and propaganda programs that will

provide benefits if they bring behavior change. This

has to do with the mindset of behavior and also the

emphasis on customers that has an appeal to

practitioners of social change and partly explains

why people do that. Andreasen (1995) states that

this approach can be applied to consumer behavior

in social marketing problems. The emergence of

exchange theory provides the main stimulus to

expand the concept of consumer behavior and

marketing problems such as the use of seat belts,

blood donors and so on, including the issue of

implementing inclusive education. In this case,

there are no products or services offered, and no

monetary payments made by consumers. The basic

concept of social marketing involves change social

marketers trying to influence behavior: starting

behavior; stop the behavior, or change behavior.

Why is the concept of social marketing especially

important? There are three main advantages, which

state that social marketing is worthy of

consideration, these advantages are helping to

achieve the goals to be achieved; deliver messages

to targeted beneficiaries; and thus will help to make

behavioral changes bigger and longer lasting in their

audiences.

This research was conducted because there are

many people with disabilities who do not have the

opportunity to get a formal education. The

education system for persons with disabilities in

Indonesia cannot be called fully inclusive education

because not all schools can accept students with

disabilities and there is still no good understanding

of government, educational institutions and persons

with disabilities or parents of people with

disabilities in the concept of inclusive education.

This research is needed to see how the current

condition of the education system for persons with

disabilities. What are the opportunities and

challenges of the inclusive educational models that

have been implemented for persons with disabilities

in Indonesia. This study also wants to identify how

the implementation of inclusive education. An

education system that is expected to be able to be

implemented for persons with disabilities in

Indonesia. The study will also look at the obstacles

and challenges in the implementation of inclusive

education in Indonesia, identify the supporting

factors for the successful implementation of

inclusive education. Therefore, based on the results

of this investigation, it can be used as a basis for

determining recommendations to ensure to provide

inclusive education for persons with disabilities in

Indonesia.

ICIB 2019 - The 2nd International Conference on Inclusive Business in the Changing World

604

2 LITERATURE REVIEW

2.1 Alternative Models of Education

Applied to Persons with

Disabilities in Indonesia

In Indonesia, there are three alternative models of

education that are applied to persons with

disabilities, namely special education, integration

education, and inclusive education. Even though

there are three alternative educational models that

have been implemented, there are still many people

with disabilities who cannot get a formal education.

Inclusive education systems at all levels and long-

term learning aimed at developing the potential of

persons with disabilities and thus enabling persons

with disabilities to be equal to other communities.

The aim of implementing inclusive education is to

expand access to education and promote full

participation and opportunities for persons with

disabilities. The Indonesian education system

cannot be called a fully inclusive education. Not all

schools are able and willing to accept students with

disabilities. Many reasons are used for educational

institutions that still cannot implement the inclusive

education system, such as the unavailability of

accessible school facilities, the unpreparedness of

teachers who teach, the unpreparedness of

curriculum and learning methods that can be

accessed by children with disabilities.

The concept of inclusive education is the

development of a special education system for

persons with disabilities. So far, we know the

pattern of education for persons with disabilities

through special education and integration

education. Inclusion education is different from

special education and integration education. The

European Agency for Development in Special Need

Education (2008) states that special education is still

needed. Special education is still needed because

many reasons include the attitude of students with

disabilities who are still afraid, ashamed if the

school is in a public education institution. Special

education develops as a separate system of public

education for children with disabilities, which is

based on the assumption that children with

disabilities have needs that cannot be overcome by

public schools. Special schools are usually

organized based on the categories of disabilities,

such as schools for blind or deaf children, schools

for children with learning difficulties, children with

behavioral problems, physical disorders. Special

education has produced a culture for persons with

disabilities who are separate and and isolated from

their homes and environments. The special school

needs to have teachers that have a special skill like

literacy on braille, communication using sign

language (Save the children, 2002).

The integrated school and inclusion are often

used interchangeably as if the two terms have the

same meaning. However, these two terms have a big

difference in philosophy. In integration school,

children with disabilities are expected to be able to

adjust to the education system in public schools. For

example, a deaf child is expected to be able to use a

hearing aid and is expected to be able to

communicate with the teacher and other children at

the school. Meanwhile, teachers and other children

do not have the obligation to learn sign language or

other forms of communication. In integration

school, all children are expected to pass all standard

grading that is used by the school, without

considering the children have learning difficulties

or not. If they don't graduate, they will repeat the

class, or be forced to drop out (Save the children,

2002) while the inclusive education system is an

education system where children with disabilities

learn effectively when they are in public schools.

The focus on inclusive school is how the children

can get quality of learning. The inclusive education

system has developed that originates from the social

model in the approach to handling persons with

disabilities.

Inclusive education is aimed at promoting the

general values of human rights, giving the freedom

of all parties to make choices, live in mutual

tolerance and non-discrimination that can be done

through education. This approach was built and

developed into the concept of inclusive education

for persons with disabilities who designed an

education system that was effective and fair for all

students in the aspect of education (Soriano,

Watkins, Ebersold, 2017).

This inclusive education system recognizes all

children who are in school as children with different

conditions. Schools and education systems must

change to meet the individual needs of students,

both for children with and without obstacles in

education. Inclusive education does not treat all

students in the same way. The key to the inclusive

education system is flexibility. Schools recognize

children learning at different levels, and teachers

need to have the skills to support their learning in a

flexible way. In the case of the children only can

learn in a good, clear, and easily way, the school can

use different methods to respond to children's needs,

and different capacities.

Inclusive Education for Persons with Disabilities in Indonesia

605

Based on three concepts of education for

persons with disabilities, inclusive education is a

concept that gives the potential of persons with

disabilities not to be left behind in participation in

the acquisition of education and participation in

society. But this concept is certainly not easy to

implement. Many challenges and obstacles will

certainly be faced and require the willingness and

awareness of various parties for the implementation

of inclusive education in Indonesia. Based on the

spirit promoted by UN-CRPD that the education

system for persons with disabilities which is

expected to be implemented in Indonesia, this

research is expected to identify what factors are

obstacles and challenges to the implementation of

the inclusive education model in Indonesia. This

study will contribute to providing a

recommendation model for the implementation of

inclusive education, especially for elementary

schools in Indonesia, which can be used by

educational institutions and the government to

decide the policy of implementing inclusive

education for persons with disabilities.

2.2 International Policy Adopted in

Local Regulations in Indonesia

The Year 2011 was a milestone, which gave

significance impact to persons with disabilities in

Indonesia after more than three years, Indonesia

signed the Convention on the Rights of Persons with

Disabilities (UN Convention on the Rights of

Persons with Disabilities / UN-CRPD). Finally,

Indonesia ratified the UN-CRPD on October 18

2011, and issued Law No. 19 of 2011 on November

10 2011, as a form of ratification of the convention

on the rights of persons with disabilities in

Indonesia.

Figure 1: School Improvement.

Source: Save The Children (2002).

In National level policy, has just enacted Law

No. 8 Year 2016 concerning persons with

disabilities that have been adapted to the conditions

of the country of Indonesia also based on the UN-

CRPD. The Convention on the Rights of Persons

with Disabilities is also adopted in the Local

Regulations in the Special Province of Yogyakarta

which also issued a local Regulation No.4 Year

2012 concerning the Protection and Fulfillment of

the Rights of Persons with Disabilities. Meanwhile

at the district level in Yogyakarta province.

Local Regulation of Bantul Regency Number 11

Year 2015 concerning Fulfillment of the Rights of

Persons with Disabilities; Local Regulation of

Kulon Progo Regency Number 3 Year 2016

concerning Implementation of Protection for

Persons with Disabilities. People with Disabilities.

Local Regulation of Gunungkidul Regency Number

9 Year 2016 concerning Implementation of

Protection and Fulfillment of the Rights of Persons

with Disabilities. This gives important meaning to

guarantee the rights of persons with disabilities.

2.3 Inclusion Education for Persons

with Disabilities in Indonesia

The policy of international intervention of

education for children with disabilities is one of the

many important issues. Based on UN-CRPD

Persons with disabilities are those who have a long-

term physical, mental, intellectual or sensory

impairment which in interaction with various

obstacles can hinder full and effective participation

in the society on an equal basis with others.

From the definition of the person, it can be

concluded that there are many characteristics of

disabilities. They have different abilities in the

education process. Inclusion education has

developed from a social model of disability. He

acknowledges that all children are different and that

schools and education systems must change to meet

the individual needs of all students.

Inclusive education originates from a social

model approach to handling persons with

disabilities. This concept believes that all children

are different, schools and education systems must

change to meet the individual needs of all students,

with and without obstacles. Inclusion does not mean

making everyone the same.

The Concept of Inclusion Education is

flexibility, recognizing that children learn at

different levels. It is important that teachers have

skills and knowledge to support teaching learning in

a flexible way. The concept of inclusive education

ICIB 2019 - The 2nd International Conference on Inclusive Business in the Changing World

606

includes the use of different methods to respond to

the different needs of children. The concept of

inclusive education can be seen in Figure 1. It is

important that teacher has a positive attitude to the

students that have special needs, the school have

curriculum child centered, flexible teaching

method, reduction drop out, the students have good

supported from teacher and school, involve the role

of parents and community, have facilities, have

several alternative methods of education.

The inclusive education system provides many

benefits. The benefits of implementing inclusive

education for persons with disabilities are: Inclusive

education can help to break the cycle of poverty and

exclusion. Disability and poverty are interrelated.

Poor children who do not receive early intervention

and support can create disability. Persons with

disability dan their families can be systematically

eliminated, which can cause poverty. Education can

offer practical skills and knowledge, which are

needed to get out of the cycle of poverty.

Inclusive education provides further

opportunities for children with disabilities to gain

confidence and build their own future in society.

Inclusive education allows disabled children to live

with their families and communities. Children who

are in a special school will really depend on

caregivers in their daily lives. Education in special

schools for children and women with disabilities

shows a risk of being harassed. Children are isolated

in an institution, making children not have someone

who helps listen to them when they need a place to

complain because they live separately from their

families.

Inclusive education can improve the quality of

education for all. Inclusion education can act as a

catalyst for changes that cause an increase in the

quality of education. Inclusive education develops

an education system that is more child-centered,

participatory, and with an active teaching approach.

This concept benefits all children. Inclusive

education can help overcome discrimination. The

attitude of discrimination towards persons with

disabilities in the community due to lack of

awareness and information and little experience of

living with persons with disabilities. Experience

shows that children can accept more differences

when they go to school with children with

disabilities; they will learn not to discriminate. This

is very valuable for learning in life. Inclusive

education can promote broader inclusion. With

education can strengthen the capacity of persons

with disabilities. They can communicate their needs

for all parties. For example, there are

communication needs of persons with disabilities; it

is important information for the industry. The

industry can use new technologies in the mobile

telephone to provide programs to meet the needs of

persons with disabilities.

The concept of inclusive education has not been

widely understood by all parties, both government

and education actors, and the community. Therefore

this concept needs to be socialized as one of the

alternative educational models that can be accessed

by persons with disabilities. For this reason, the role

of social marketing needs to be used to ensure that

this concept can be understood and can later be

implemented in accordance with what is expected to

fulfill the right of education for persons with

disabilities.

2.4 Social Marketing

The implementation of inclusive education in

Indonesia still faces many obstacles. This is because

many parties do not understand how inclusive

education can be implemented. The role of social

marketing is very necessary so that inclusive

education can be applied in Indonesia, since 1902

the marketing discipline has continued to

experience growth in practice and science. In line

with this development, controversy arose around the

definition of marketing, which involved how far the

marketing scope must be. More specifically, this

problem is related to issues and what phenomena

should be included in the scope of marketing. This

problem arises because of various opinions stating

that marketing accommodates social dimensions

and that it is not only oriented solely to pursuing

profit (Hunt, 1991 in Fatmawati, 2010).

There are many things that must can be done

social marketing, conducting a social marketing

campaign (Kotler, P., & Roberto, W. 1989):

a. Identify what behaviors you want to change (for

example, the concept of education for people

with disabilities).

b. Identify the audience, whose behavior do you

want to change? It is possible to change the

behavior of several different groups; therefore,

it is necessary to know more about the desired

behavior. The group can be segmented by age,

gender, level of education, or race.

c. Identify barriers to change: through interviews,

surveys, focus groups, or other methods. Keep

in mind what makes it difficult or not interesting

for people to make this change.

Inclusive Education for Persons with Disabilities in Indonesia

607

d. It is reducing obstacles to change. Plan ways to

make it easier, more accessible, and more

interesting.

e. Pretest ideas on a few people, then modify your

plan according to your results.

f. Publish the benefits of change, and also efforts

to make changes easier for many people to

follow with these changes.

This concept can later be used to guarantee the

successful implementation of the inclusive

education model in Indonesia and what strategies

need to be implemented to ensure the continued

application of the inclusive education model in

Indonesia.

3 METHODOLOGY

3.1 Object Research and Sampling

Techniques

In order to answer the researchers' problems about

evaluating the implementation of inclusive

education for persons with disabilities, this study

will examine the actors and beneficiaries of

inclusive education programs for persons with

disabilities. The object of research is elementary

school institutions that carry out inclusive education

programs, in Yogyakarta Province, cover in 5

districts, and people with disabilities as

beneficiaries of inclusive education programs.

Other institutions involved in implementing

inclusive education programs are provinces and

districts as policy makers.

This study will take samples, which are

conducted by the judgmental purposive method,

sampling technique with special consideration. The

considerations used are:

a. Research on the inclusion of persons with

disabilities education programs by the

government in the provincial and district levels

who have inclusion education programs for

persons with disabilities

b. Research on the actors of disability inclusion

education programs carried out by local

governments and private institutions at the

district level in Yogyakarta Province, with

consideration of the Yogyakarta Provincial

Government have relatively high willingness to

undertake inclusive education programs for

person disability. This is reflected that in the

Yogyakarta provinces and five districts in the

Yogyakarta already have local regulation of

persons with disabilities.

c. Research on persons with disabilities as

beneficiaries. They have participated in

inclusive education programs conducted by the

government and or private education institutions

in the districts level.

3.2 Research Data and Data

Collection Techniques

This research is a descriptive study, using primary

data directly collected from the object of research.

The data used are primary data and secondary data.

Primary data is used to identify what factors are

obstacles and challenges to the implementation of

the inclusive education model in Indonesia.

Secondary data is obtained using existing data in

both the government and private institutions that run

inclusive education programs for persons with

disabilities. This secondary data is used to explore

the implementation of inclusive education programs

for persons with disabilities that have been

implemented. Primary data obtained from

respondents. This data is obtained from the answers

to several semi-closed questions using different

research settings for each collection. The settings

used are surveys with mail surveys, direct

interviews through Focus Group Discussion, and

dissemination.

3.3 Analysis Used

This research is qualitative research using an

explorative, descriptive approach in analyzing

existing problems. The use of an explorative,

descriptive approach is used because of the nature

of research that wants to reveal the phenomenon of

the problem to develop the expected design so that

it fits the results to be achieved. This study focuses

on the factors that support the successful

implementation of inclusive education programs for

persons with disabilities, and identify the challenges

in implementing inclusive education model in

Indonesia.

3.4 Research Design

3.4.1 Evaluation and Exploration

The objective to be achieved is to identify the

various parties who have made efforts to inclusion

education for persons with disabilities, explore the

concept of inclusive education for persons with

disabilities that have been implemented, explore

various issues relating to the efforts of inclusive

ICIB 2019 - The 2nd International Conference on Inclusive Business in the Changing World

608

education for persons with disabilities that have

been implemented, explore the factors that support

their success on implementing inclusive education.

For this purpose, the following steps are taken:

a. Conduct reference studies to identify

institutions that carry out inclusive education

programs for persons with disabilities.

b. Conduct focus group discussions (FGDs) on

institutions that carry out inclusive education

programs for persons with disabilities in the

regions, to explore various issues relating to the

implementation of inclusive education for

persons with disabilities.

c. Conduct a survey to explore various problems

faced by persons with disabilities relating to

inclusion education programs for persons with

disabilities. This survey is to explore the factors

of problems and factors that support the success

of the efforts of inclusive education for persons

with disabilities.

4 DISCUSSION

4.1 The Inclusive Education that has

been implemented for Children

with Disabilities in Yogyakarta

The concept of implementing education for persons

with disabilities in Yogyakarta Province is mention

on local regulation No. 4 Year 2012. Based on this

regulation, persons with disabilities were given the

freedom to choose schools. They can get an

education in special education and inclusive

education. Special education systems only provide

services to students with disabilities with a special

curriculum and special learning processes, guided /

cared for with special educators and special learning

places. An inclusive education system is an

education system that gives roles to all students in a

climate and joint learning process regardless of

social, political, economic, ethnic, religious/belief,

class, gender, physical or mental conditions.

Education providers may not determine the

requirements that give discrimination to the

candidates of students. If done, you will get

administrative sanctions. Inclusive education

providers must provide educational services that are

in accordance with the conditions and individual

needs of students and are affirmative. Every

education provider must provide adequate facilities,

infrastructure, and educators according to the needs

of students with disabilities. Meanwhile, Local

Governments need to establish a Source Center for

Inclusive Education as a support system for the

implementation of inclusive education. The Local

Government, together with the Regency/City

Government, needs to carry out monitoring and

evaluation in the implementation of the obligation

to fulfill the education rights for Persons with

Disabilities. So far, only the city of Yogyakarta has

a Center for inclusive education.

Researches on education for persons with

disabilities have been carried out (Taufik, Surwanti,

Lestari, Kurniawan, Sukaca, Purwanta, Rustam,

2014) which conducted research on policies and the

extent to which the right of education for persons

with disabilities in Yogyakarta province showed

that there were no regulations to reduce or inhibit

persons with disabilities in enjoying human rights

education. This is a positive indication that the

Yogyakarta province government respects the

educational rights for persons with. But there are

weaknesses in implementation and fulfill the

education right of persons with disabilities in

Yogyakarta.

Even though Yogyakarta Special Province has

local regulation, but not the school in Yogyakarta

implement inclusive education. Some schools have

dared to state that their schools are inclusive

schools. Some schools in city districts in the

Yogyakarta province have several inclusive schools

are as follows:

Table 2: Inclusive School in Yogyakarta Province.

District/ City

Number

Elementary

Inclusive

School

Inclusive

School

Bantul

361

4.709

Sleman

508

3.543

Gunungkidul

473

3.805

Kulonrpogo

335

3.582

Kota

Yogyakarta

166

11.446

Source: Local Government on Education of Yogyakarta

Province.

4.2 Obstacles and Challenges Factors

to Implement the Inclusive

Education in Yogyakarta

The implementation of inclusive education in

Yogyakarta still has various obstacles in its

Inclusive Education for Persons with Disabilities in Indonesia

609

implementation. Some of the obstacles and

challenges include are:

The School Building is Not Accessible.

Availability of school facilities and infrastructure.

So far, the school has been built without regard to

the needs of persons with disabilities. Buildings

cannot be reached by persons with disabilities,

because the building has two or more floors without

an elevator and the floors of the school are too

slippery and have stairs without a ramp. Lack of

information about the buildings in the school, so it

is difficult for the blind to go around the school.

There is no budget to make the building become

accessible.

Availability of Teachers. There is a lack of

teachers who have the ability to teach students with

disabilities. Most of the teachers in inclusive

schools do not yet have the ability to teach students

with disabilities who have different characteristics.

The characteristics of persons with physical

disabilities, especially blind, deaf, mental, and

intellectual disabilities, require teachers' special

skills to adjust the teaching method to refer to the

characteristics of disability. Thare are many

teachers do not understand how to deliver material

to the students with disabilities, so students with

disabilities cannot understand the material well.

Teacher center learning is still dominantly in

inclusive education. At this time government try to

solve the problem of the capacity of the teacher to

teach students with disabilities with recruit teacher

that come from special shool to guide the students

with disabilities that need special support. The

teacher from special school insidently attend in

inclusive school to support the disability

student.This companion teacher attends in inclusive

school averaged once a week. This condition makes

it difficult for students to catch up the knowledge in

school. Meanwhile, the government has not well

organized on a teacher preparation program to teach

students with disabilities. This condition makes

inclusive schools need teachers from a special

school to support delivery learning to the students

with disability.

The School Facilities. School Facilities that

support the learning process are still inadequate.

There is equipment that is needed by students to

make it easy to study in school have not available.

The example equipment that is needed like a

computer, viewer that makes the student easy to

learn.

School Policies. There are still many school

policies that do not support the implementation of

inclusive education. There are schools that have a

policy that only limits are accepting students with

certain disability characteristics that can be

accepted at the school.

Curriculum. Flexible curriculum and the use of

individualized instruction and plans are important

elements of a successful inclusion program. Schools

in Indonesia follow the curriculum set by the

national government.

The Communities Support. The attitude of

non-disabled persons in inclusive schools is a

challenge in itself. Many parents of non-disabled

students give an attitude against the existence of

persons with disabilities in their children's school.

Some of them still consider the existence of persons

with disabilities in inclusive schools to hinder the

overall education process in schools and will reduce

the quality and prestige of the school.

There are factors that support the successful

implementation of the inclusive education model in

Yogyakarta. The factors that support the success of

inclusive education is that there is a legal umbrella

for the implementation of inclusive education are:

Government Policy. People with disabilities in

Yogyakarta Province receive protection in their

education rights with the presence of the

Yogyakarta Provincial Regulation No. 4 Year 2012.

At the regency level in Bantul, Kulon Progo,

Gunungkidul, and Sleman the protection and

fulfillment of education rights are supported by the

presence of district-level disability regulations,

namely:

1. Local Regulation Local Government of Bantul

Regency No. 11 Year 2015 Concerning The

Fulfillment Of The Rights Of Persons With

Disabilities, Set For September 2015.

2. Kulda Progo Regency Local Government

Regulation No. 3 Year 2016 Concerning

Protection of Persons With Disabilities, Set For

March 2016.

3. Gunungkidul District Government Local

Regulation No. 9 Year 2016 Concerning the

Implementation of Protection and Fulfillment

of the Rights of Persons with Disabilities,

Established October 2016.

4. Local Government Regulation Local

Regulation Sleman 1 Year 2018 Organizing

Protection And Fulfillment Of The Rights Of

Persons With Disabilities, Determined In

March 2018

5. The Gunungkidul District Regulation Number

12 Year 2013.A local Regulation of Inclusive

Education,

This policy factor has at least a legal umbrella

that has become the basis for schools to implement

ICIB 2019 - The 2nd International Conference on Inclusive Business in the Changing World

610

inclusive education, even though its implementation

is far from expected.

Leadership. Leaders must be knowledgeable

supporters of inclusion who provide caring support

for their staff. This research support research of

Winter and O’Raw (2010) in Forlin et al. (2013) that

some keys to success with respect to inclusive

education. These include the Leadership of

Teachers. Teachers must accept ownership of the

process and a commitment to all children in a class;

Teacher beliefs and attitudes. Positive attitudes

must be evident if inclusive education is to be

successful, and teachers must believe that all

students are.

Teacher Training. A high degree of teacher

efficacy for inclusive practice must be in evidence.

Teacher s’ needs. These can include planning time,

training, personnel resources, material resources,

class size, and consideration of the severity of the

disability.

Family Involvement. The involvement of the

family that has children with disabilities is an

important and essential element in the success of

inclusive education — the voice of the child. The

involvement and active engagement of the child is

an essential part of the process.

To make sure all stakeholders have the

commitment to realize inclusive education, the role

of social marketing is very necessary so that

inclusive education can be applied in Indonesia.

5 CONCLUSIONS AND

RECOMMENDATIONS

5.1 Conclusions

Respect and protection of the education rights of

persons with disabilities in the Special Province of

Yogyakarta have been realized. This is manifested

in the absence of policies that refuse to accept

students with disabilities, as well as the issuance of

regulations and policies at both the provincial and

district / city levels that ensure persons with

disabilities get their rights.

However, from fulfilling the right to education

realized by the implementation of various

government policies, this is far from what is

expected. Various obstacles and challenges still

faced by persons with disabilities to be able to enjoy

educational opportunities.

5.2 Recommendations

Based on the results of this study, the problem of

fulfilling the right to education for persons with

disabilities through the implementation of inclusive

education still faces various obstacles and

challenges, especially in its implementation.

Therefore, the role of social marketing is very

necessary. Socialization, school assistance, and

ongoing monitoring and evaluation by various

stakeholders are needed to ensure that various

government policies that encourage the realization

of inclusive education can be implemented.

REFERENCES

Andreasen, A. 1995. Marketing social change: Changing

behavior to promote health, social development, and

the environment. San Francisco, CA: Jossey -Bass.

European Agency for Development in Special Need

Education (2008)., Key Principles for Promoting

Quality in Inclusive Education. Recommendations

Matrix. Brussels Belgium.

Enabling Education Network. 2005. Learning from

Difference. School of Education. The University of

Manchester UK.

Fatmawati., Indah., 2010. Changing Public Attitude

Through Message Framing., Proceding ICMSDM

Tamkang University. Taiwan.

Forlin, Chris, Dianne Chambers, Tim Loreman, Joanne

Deppeler, Umesh Sharma., 2013. Inclusive Education

for Students with Disability., the Australian Research

Alliance for Children and Youth (ARACY) Research

Report for the Department of Education, Employment

and Workplace Relations (DEEWR).

https://www.google.co.id/search?safe=strict&biw=1366

&bih=654&tbm=lcl&ei=g1CeW7WfMMzvvASV46

awDw&q=daftar+sekolah+dasar+inklusi+di+kabupa

ten++sleman+yogyakarta+%2B+pdf&oq=daftar+sek

olah+dasar+inklusi+di+kabupaten++sleman+yogyak

arta+%2B+pdf&gs_l=psy-ab.12...56736.57989.0.

60836.7.7.0.0.0.0.337.497.2j3-1.3.0....0...1c.1.64.

psyab..4.0.0....0.zXvUUX5yh4M#rlfi=hd:;si:;mv:!3

m8!1m3!1d83841.78440692749!2d

110.34929554999997!3d-

7.763588049999976!3m2!1i946!2i509!4f13.1

(download, 10 September 2018)

Kotler, P., & Roberto, W. 1989. Social Marketing:

Strategies for Changing Public Behavior. New York,

NY: The Free Press.

Madan, Ankur; Neerja Sharma., 2013. Inclusive

Education for Children with Disabilities: Preparing

Schools to Meet the Challenge. Electronic Journal for

Inclusive Education, 3(1).

Republik Indonesia. 2011. Undang-Undang Nomor 19

tahun 2011 tentang Pengesahan Convention on the

Rights of Persons with Disabilities (Konvensi

Inclusive Education for Persons with Disabilities in Indonesia

611

mengenai Hak-Hak Penyandang Disabilitas).

Lembaran Negara Republik Indonesia Tahun 2011

Nomor 107. Sekretariat Negara. Jakarta.

Republik Indonesia. 2012. Peraturan Daerah Provinsi

Daerah istimewa Yogyakarta Nomor 4 Tahun 2012

tentang Perlindungan dan Pemenuhan Hak-Hak

Penyandang Disabilitas. Lembaran Daerah Provinsi

Daerah Istimewa Yogyakarta Tahun 2012 Nomor 4.

Sekretariat Daerah Provinsi Daerah Istimewa

Yogyakarta. Yogyakarta.

Republik Indonesia. 2015. Peraturan Daerah Provinsi

Kebupaten Bantul Nomor 11 Tahun 2015 tentang

Pemenuhan Hak-Hak Penyandang Disabilitas.

Lembaran Daerah Kabupaten Bantul Tahun 2015

Nomor 53. Sekretariat Daerah Kabupaten Bantul

Yogyakarta.

Republik Indonesia. 2016. Peraturan Daerah Provinsi

Kebupaten Kulon Progo Nomor 3 Tahun 2016

tentang Penyelenggaraan Perlindungan Penyandang

Disabilitas. Penyandang Disabilitas. Lembaran

Daerah Kabupaten Kulon Progo Tahun 2016 Nomor

5. Sekretariat Daerah Kabupaten Bantul Yogyakarta.

Republik Indonesia. 2016. Peraturan Daerah Provinsi

Kebupaten Gunungkidul Nomor 9 Tahun 2016

tentang Penyelenggaraan Perlindungan dan

Pemenuhan Hak Penyandang Disabilitas. Lembaran

Daerah Kabupaten Bantul Tahun 2015 Nomor 7.

Sekretariat Daerah Kabupaten Bantul Yogyakarta.

Republik Indonesia. 2016. Undang-Undang Nomor 8

tahun 2016 tentang Penyandang Disabilitas.

Lembaran Negara Republik Indonesia Tahun 2016

Nomor 107. Sekretariat Negara. Jakarta.

Save the Children. 2002. School for All. Including

Disabled Children In Education. United Kingdom.

Soriano Victoria, Amanda Watkins, Serge Ebersold.,

2017. Inclusive Education for Learners with

Disabilities. European Agency for Special Needs and

Inclusive Education.

Taufik., Tata., Arni Surwanti., Suryatiningsih BL., Ari

Kurniawan., Ibnu Sukaca., Purwanta., Rustam., 2014.

Monitoring Realisasi Konvensi Mengenai Hak-hak

Penyandang Disabilitas di Lima Kabupaten/Kota di

Daerah Istimewa Yogyakarta. Working Paper.

United Nation General Assembly in Resolution 61/106.

2007. The Convention on the Human Rights of

Persons with Disabilities and the Optional Protocol to

the Convention.

ICIB 2019 - The 2nd International Conference on Inclusive Business in the Changing World

612