MudjitoDirector for the Management of Special SchoolMudjitoDirector for the Management of Special School

INCLUSIVE EDUCATION IN INDONESIA

INCLUSIVE EDUCATION IN INDONESIA

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The General Information on Country

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Area 1,910,931 sq km

Population 237,556,363

Capital Jakarta

System of Government

Republic

LanguangeNational: Indonesian Local : Javanese, Sundanese, Maduranse (Three biggest)

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Religion87% Muslim, 10%

Christian, 2% Hindu, rest Buddhist

Per Capita GDP US $ 2,590.1 (2009)

Per Capita GNI US $ 2,499.5 (2009)

Literacy Rate 95.52 % (2008)

Economic Growth Rate

4.55 % (2009)

Unemployment Rate

7.41 % (2009)

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Education System

Formal: 1. Kindergarten (2 years) 　2. Elementary School (at least 6 years)3. Junior Secondary School (at least 3 years)4. Senior Secondary School (at least 3 years)5. University/College/Diploma/Institute

Informal:1. Package A Equivalent to Elementary

School　2. Package B Equivalent to JSC3. Package C Equivalent to SSC

Non Formal:1. Course2. Training Center 55

Number of Special Needs Children:

• Number of school-age-children with special needs (5 – 18 years old) is 356.192 children (21.42% of the total of handicapped person).

• Number of children with special needs that have obtained educational services is 88.677 children (24,9%).

• Children with special needs who have not been sent to schools yet is 267.515 children (75.1%) .

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Number of Special Schools:• A- Visual Impairment: 32 schools

(2.4%);

• B- Hearing Impairment: 97 schools (7,4%);

• C- Developmental Impairment: 106 schools (8,1%);

• Mix: 1,036 schools (79%);

• F- Autistic: 20 schools (1,5%);

• Others: 20 schools (1%)77

Number of Special Needs Students:

• A- Visual Impairment: 4.710 students

• B- Hearing Impairment: 25.318 students

• C- Developmental Impairment: 48.858 students

• Physical Impairment: 4.956 students;

• F- Autistic: 2.669 students;

• Gifted/Talented: 2.940 students;

• Others: 1.216 students88

Policy Direction

Based on three pillars:1. Expansion of access and

equality of education; 2. Improved on quality, relevance

and competitiveness; and 3. Strengthening for management,

accountability, and public image.

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INCLUSIVE EDUCATIONINCLUSIVE EDUCATION

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On Legislation And Policies

National Motto:“The Unity in Diversity” Bhinneka Tunggal Ika 

LegislationThe 1945 Constitution of the Republic of Indonesia;Article 31Paragraph (1): “Every citizen has the right to receive education”Paragraph (2): “Every citizen has the obligation to undertake Basic education and the government has the obligation to fund this”

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Act No.23 Year 2002 on Child Protection:Article 48The Government are obliged to implement basic education of minimum 9 years for all children.Article 49The state, governments, families and parents are obliged to give opportunities as extensive as possible to children to receive education.Article 51Children with physical and/or mental disabilities are given equal opportunities and accessibility to obtain ordinary and special education. Article 52Children with excellence are given opportunities and accessibility to obtain special education. Article 53The governments are responsible for providing educational fee and/or grants or special service for children of poor family, disadvantaged children, and children from remote places. Article 54Children in and around the school must be protected from violence and abuse done by teachers, school staffs or peers in related school, or in other educational nstitutions.

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Act of the Republic of Indonesia No. 20 Year 2003 on National Education System:

Article 5 Paragraph (1): Every citizen has equal rights to receive a good

quality education.Paragraph (2): Citizens whit physical, emotional, mental,

intellectual, and/or social deficiencies shall have the right to receive Special Education.

Paragraph (3): Citizens in remote or less-developed areas, and isolated areas have the right to receive education with special services.

Paragraph (4): Citizens who are proven intelligent especially gifted have the right to receive special education.

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Article 32 Paragraph (1): Special education is provided for learners who

have difficulties in following the learning process because of physical, emotional, mental, and social deficiencies, and also for those with proven intelligence and especially gifted.

Paragraph (2): Education with special services is provided for learners in the remote and less-developed areas, isolated areas, and/or for learners who are victims of natural dissasters, suffer from social deficiencies, and those who are economically disadvantaged.

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Government Regulation on Education Organization and Management No. 17 Year 2010Article 142 Paragraph (2): The District / City Government on permits from the provincial government should set for at least 1 (one) unit of education for implementation of inclusive and / or integrated education, if under the relevant district has not already exist for special education unit. Paragraph (3): The provincial government ensures that the education unit of inclusion and / or integrated education as of referred to under paragraph (2) provide for means, teachers, and staffs required by pupils with special needs. Paragraph (4): Universities and colleges must provide inclusive and / or integrated educational services for pupils with special needs. Paragraph (5): Government guarantees of at least 1 (one) college in each province to provide facilities, faculty, and staff required for implementation of inclusion and / or integrated education for pupils with special needs.

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Regulation of Minister of National Education on Inclusive Education No. 70 year 2009

Article 4 Paragraph 1: Each pupil is eligible to joint the education in a particular educational unit in accordance with their needs and abilities Paragraph 2: Every unit of education from various channels, types and levels of education must accept the children with special needs Paragraph 3: The Government, Provincial Government and Regency / City Government shall provide supporting resources to the education unit of inclusive education in accordance with their authorities.

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Policies:

1.2004 Bandung Declaration (Indonesia Towards to Inclusive Education) held in Bandung from the 8th until the 14th August 2004

2.Bukittinggi Declaration (International) of 2005

3.Circular Letter of Director General of Elementary and Secondary Education No.380/C.C6/MN/2003 concerning Inclusive Education;

4.Guideline of Inclusive Education Implementation (Toolkit, Remedial and Assesment Guidance for Children with Academic Difficulties, Model of Teaching Materials, etc);

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International NGOs Support Inclusive School

1. Helen Keller International USAID

2. IDP Braillo Norway

3. Plan International

4. MCPM-AIBEP AUSAID

5. ASB

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Data of Inclusive SchoolData of Inclusive School

Item Primary School

JSS Total

Schools 1.396 258 1.654

Students 16.432 1.754 17.941

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Programs of Inclusive School

1. Subsidy for e-learning equipment

2. Provision manual books about the implementation of inclusive education programs for parents and the community

3. Subsidy for accessibility, infrastructure, operational for inclusive school, and accompaniment by the College.

4. Scholarships for children with disabilities in inclusive schools

5. Workshops on inclusive educationSubsidy of School Operational Budget

6. Inclusive Education Award

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On Stigma of Inclusive School1. Some members of community still think that Children

with Special Needs (Disabled) are infectious;

2. Some members of community still think that Children with Special Needs (in negative curve) are germs/miracle curse (disgrace) on the families and environment;

3. Some members of community still think that if Children with Special Needs go to regular schools, they will decrease the quality such schools;

4. Accepting Children with Special Needs at regular schools will put more burden on teachers in implementing both teaching-earning and social tasks;

5. Some members of community still think that Children with Special Needs must go to special schools.

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Toward Inclusive Education

1. Implementation of Inclusive School Model With Task-Satellite System

2. National Campaign on the importance of inclusive education

3. Improvement on capability of teachers, principals and supervisors under implementation of pre-in service training

4. Preparation for implementative technical manual for inclusive education

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