PENDIDIKAN INKLUSIF: MEWUJUDKAN PENDIDIKAN UNTUK KESETARAAN DI MAGETAN
Keywords:
inclusive education, educational equality, children with special needs, special needs schoolAbstract
Inclusive education is an educational approach that guarantees the right of every child, including children with special needs, to access equal educational services without discrimination. This study aims to describe the implementation of inclusive education at Nur Husnina Special Needs School (SLB) in Madiun City and to analyze the supporting factors, obstacles, and its contribution to achieving educational equality in the Magetan region. This research employed a descriptive qualitative approach. Data were collected through in-depth interviews, participant observation, and documentation studies involving teachers, school administrators, parents, and students.
The findings indicate that inclusive education at Nur Husnina Special Needs School is implemented through adaptive learning strategies, strong collaboration between teachers and parents, and support from the school and surrounding community. The implementation of inclusive education has a positive impact on students’ academic achievement, social interaction, and independence development. Nevertheless, several challenges persist, including limited human resources and inadequate supporting facilities.
This study concludes that inclusive education plays a significant role in promoting educational equality in the Magetan region when it is supported by inclusive policies, adequate teacher competence, and active community participation. Strengthening these components is essential to ensure the sustainability and effectiveness of inclusive education practices.
Downloads
References
Bunch, G., & Valeo, A. (2018). Inclusive education: Making sense of diversity. Toronto: Inclusion Press.
Cokro, A., et al. (2021). Implementasi pendidikan inklusif di sekolah reguler. Jurnal Pendidikan Khusus, 17(2), 85–97.
Efendi, M. (2018). Pendidikan inklusif di Indonesia: Tantangan dan peluang. Jurnal Pendidikan, 19(1), 1–10.
Kustiawan, U. (2019). Kesiapan sekolah dalam penyelenggaraan pendidikan inklusif. Jurnal Pendidikan Dasar, 10(2), 123–134.
Mngo, Z. Y., & Mngo, A. Y. (2018). Teachers’ perceptions of inclusion in a pilot inclusive education program. International Journal of Education, 10(1), 1–14. https://doi.org/10.5296/ije.v10i1.12345
Mulyani, S. (2018). Persepsi masyarakat terhadap anak berkebutuhan khusus dalam pendidikan inklusif. Jurnal Sosiologi Pendidikan, 12(1), 45–56.
Rohmah, N. (2020). Kompetensi guru dalam pembelajaran inklusif. Jurnal Pendidikan Inklusi, 4(1), 33–44.
UNESCO. (2009). Policy guidelines on inclusion in education. Paris: UNESCO.
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Dwi Rahayu Ningsih, Abdul Gafur, Agus Irawan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright on any article is retained by the author(s).
2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
5. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
