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Implementation Inclusive Education Policies in Lumajang Regency

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Implementation Inclusive Education Policies in Lumajang Regency Advances in Social Science, Education and Humanities Research, volume 388 3rd International Conference on Special Education (ICSE 2019) Implementation Inclusive Education Policies in Lumajang Regency Erika Yunia Wardah, Yuliyati, Siti Masitoh, Eliyan Dwi Talita Department of Special Education Universitas Negeri Surabaya Surabaya, Indonesia [email protected] Abstract—Lumajang Regency has declared as one of stated in the policy by The Regulation of National the districts providing inclusive education. Several schools Education Ministry Number 70 Year 2009 about inclusive have been appointed by the Lumajang District Education education, that is the students who have physical, emotional, Office to implement inclusive education and provide education mental, social or intellectual potential and special talent services for special needs students. This research was held to need proper education services regarding to their needs and provide an overview of the implementation of inclusive education policies in Lumajang regency. This study used rights [1]. The stated service in the regulation is the descriptive qualitative method. Data is collected through in- education implementation system that gives equal chance depth interviews, observation and documentation. After the for all students who have different intelligence or special data was analyzed, it was found that the human resources talent to join education or teaching learning activity in inclusive education still has less competence. However, the education field altogether with the regular students. attitude of schools that are committed to implementing Inclusive school is a place where special needs learnes inclusive education to educate which is good. The information get proper educational service. Kutorenon 2 Lumajang obtained in the implementation of inclusive education in Elementary School and Tompokersan 2 Lumajang Lumajang regency is still minimal so that each school has its Elementary School as the inclusive education administrator different understanding of inclusive education, the quality of facilities that are still not evenly distributed in every school, tries to give the best service for special needs students as and all schools not use SOPs in implementation. well as for the learning process. Kutorenon 2 Lumajang Elementary School be a subject on this research because this Keywords— policy implementation; inclusive education; school choosen by the Lumajang District Education Office special need students to implement inclusive education. Tompokersan 2 Lumajang Elementary school is the school that filed to implement inclusive education. I. INTRODUCTION Basically, the school administrator must be able to create Inclusive education is a system in education which a hospitable environment for special needs students, able to places children’s right to gain the same education for all accommodate every need of special needs students, and able children, regulars or special needs children by adjusting to develop the potensial that they have optimally [3]. their needs. The inclusive education in Indonesia has been Directorate of Special Education Development and Special assigned in the Regulation of National Education Ministry Services [4] stated that the implementation of inclusive of Indonesia Number 70 Year 2009 about inclusive education program needs several components, (1) student, education for students who have abnormalities and (2) identification and assessment, (3) curriculum, (4) intellectual potential or special talent [1]. This policy teacher, (5) learning activity, (6) evaluation, (7) facility, (8) becomes the formal regulation to implement inclusive school management, (9) funding, (10) reward and sanctions, education in Indonesia. The earnes of the government to (11) community empowerment. carry out the implementation inclusive policy is followed by Refers to Government Regulations Number 32 Year some regions in Indonesia to be committed in implementing 2013 about The Amendment Government Regulations inclusive education. Number 19 Year 2005 about National Education Standards Lumajang has declared as one of the regions which [5], to realize education goals on inclusive education are implementing inclusive education and officially need right service and supporting resource to special need implementation the inclusive education in 2018. It is students. Through this research takes scope (1) remarked in the issued Regulation of Lumajang Region identification and assessment, (2) curriculum, (3) teacher, Number 6 Year 2017 about The Amendment of Region (4) learning activity, (5) evaluation, and (8) facility. It can Regulation Number 5 Year 2015 about Education affect service especially to special need students. Administration. In implementing inclusive education, the services for special needs students are necessary [2]. As Copyright © 2019, the Authors. Published by Atlantis Press SARL. This is an open access article under the CC BY-NC 4.0 license (http://creativecommons.org/licenses/by-nc/4.0/). 73 Advances in Social Science, Education and Humanities Research, volume 388 Through a preliminary studies that have been carried out condition of children with special needs in inclusive schools have received special need students. Acceptance of schools. Through he explanation above, if the providers of students in most inclusive schools is still not accompanied inclusive education do not have qualified resources, it is by an action to find out the characteristics and needs of possible for children with special needs to be unable to students through a process of identification and assessment. develop optimally in academic, non-academic, and Technical Guidance of East Java Inclusive Education independence. The structure in implementing a policy has Administration [3] it is explained that the acceptance and an important influence on implementation. Through SOPs placement of students with special needs, identification and the implementers can take advantage of time an can assessment must be carried out. Inclusive schools need to standadize the actions that will be implemented to achieve a accommodate the needs and abilities of students with goal in the implementation of inclusive education [11]. special needs in curriculum adjustments, IEPs, special Sulistyadi [7] in his research that it was explained that the program, and evaluation. These tasks are still not widely effective or not implementation of inclusive education in implemented by inclusive schools in Lumajang regency. It Sidoarjo was influenced by communication, resources, was proven through interviews with principals school, dispotition and bureaucracy. These four things need to be special education teachers (SETs) that the tasks are still not implemented so that the implementation can run well. implement about special program, IEPs and other service to Through the declaration of the implementation of potential development special need students. Services that inclusive education in Lumajang, it means that the regional should be provided for children with special needs are still goverment states that it is ready to provide optimal services not able to be provide by the school. for students with special needs in inclusive schools. The The implementation of the task of special education ability to administer inclusive education will have an impact teachers are not clear is possible because of the lack of on the condition of children with special needs who are in school support in facilitating of students with special needs. inclusive schools. In implementing the inclusive educaion In addition, it is possible that there is a communication that policy there needs to be actions to achieve the goals of is less connected between the principal and the special inclusive education as stated in The Regulation of National supervisor, as the policy implementor or even between the Education Ministry Number 70 Year 2009 about inclusive government and the schooling providing inclusive education. Based on the introduction, reasearches want to education. Communication refers to every policy that is further about implementation inclusive education policies in carried out to run well. If effective communication occurs, Lumajang Regency [1]. the implementation of the policy is in accordance with the set targets [6]. Moreover understanding of special education teachers (SETs) and school that are still lacking in the II. METHOD implementation of inclusive education. In a research of The method used in this study is descriptive research Sulistyadi [7] schools in Sidoarjo regency also have with qualitative approach. This study used qualitative difficulty in getting teachers who have the potential to guide approach since it aimed to directly show the relation children with special needs at school. The same thing was between the researcher and the respondents. It aimed to be mentioned in the study of Darnahadi [8]. In his research more aware in self-adjustment toward the value patterns that revealed that the implementation of inclusive education is was faced on site. carried out by utilizing reasources residing in school. For This study was conducted in Kutorenon 2 Lumajang example, the appointement of special education teachers Elementary School and Tompokersan 2 Lumajang (SETs). The school gives additional assignements to regular Elementary School. Kutorenon 2 Lumajang Elementary teachers to become special tutors. In implementation, School is a goverment-apointment school to organize schools experience obstacles with limited special
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