The Ministry of Primary and Secondary Education (Kemendikdasmen) has\nrefined the Inclusive Education Implementation Guide as a reference for\neducational units in understanding policy, the characteristics of\nstudents with special needs, and quality assurance of educational\nunits.<\/p>\n
Head of the Basic and Secondary Education Policy Agency (BKPDM) at\nKemendikdasmen, Toni Toharudin, said in Jakarta on Thursday that the\nguide was prepared to provide information, direction, and practical\nreferences for general educational units and stakeholders in planning,\nimplementing, and developing inclusive education according to the level,\npathway, and characteristics of each educational unit.<\/p>\n
Toni said every student brings different backgrounds, abilities,\ncharacteristics, and learning needs to the same classroom. The\nimplementation of inclusive education stems from this reality, to ensure\nthat diversity does not cause some students to fall behind in learning,\nparticipating, and developing their potential.<\/p>\n
On the same occasion, education observer Doni Koesoema assessed that\ninclusive education must become the spirit and soul of national\neducation. According to him, every child has the right to receive the\nsame education in both formal and non-formal pathways, without\ndiscriminating based on their background and condition. Doni also argued\nthat the principle of inclusive education is to ensure all children can\nattend education in general or regular schools.<\/p>\n
Thus, students with special needs, including students with\ndisabilities, students requiring special service education, and even\nstudents in vulnerable groups can learn together with other students in\nthe same school environment.<\/p>\n
He also explained that the implementation of inclusive education\nneeds to be supported by an assessment system to identify the needs of\neach student. The results of the assessment, he continued, can be used\nas a basis for schools to provide appropriate accommodations during the\nlearning process.<\/p>\n
\u201cIf a school, for example, has children who only have visual\nimpairment or hearing impairment, it means these children still attend\ngeneral schools, not special schools. They attend general schools and\njoin other children, but during learning they are given accommodations,\u201d\nsaid Doni.<\/p>\n
In practice, children with disabilities can choose to pursue\neducation in general educational units or special educational units\n(SLB), according to their respective needs and conditions. For children\nwho choose general educational units, the learning process can be\ncarried out together with other students while still receiving\naccommodations and support according to their needs.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/ministry-of-primary-and-secondary-education-refines-inclusive-education-guide-for-equitable-learning-1787835321", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }