Govt plans for inclusion of disabled in public schools
Govt plans for inclusion of disabled in public schools
The Jakarta Post, Jakarta
The Ministry of National Education is pushing that disabled
children be permitted to join public schools as part of its
efforts to include them in the nine-year mandatory education
program.
"This program is focused on elementary and junior high schools
because they are the level that the government focuses on in the
mandatory education program," Joko Sutopo, who heads the student
affairs sub-directorate at the Ministry of National Education.
He said the schools must not discriminate. "Children with
mental and physical disabilities are not second-class citizens.
It's in line with our nation's soul, Bhineka Tunggal Ika (Unity
in Diversity)."
The ministry has developed the inclusive education program for
disabled children since 2003, aimed at ensuring their right to
basic education.
"Special Schools (SLB) cannot fulfill the demands of children
with mental disabilities as they only serve those with physical
disabilities," Joko said.
Under the inclusive program, children with disabilities such
as autism and Down's syndrome are enrolled in regular schools, in
which teachers have received trained on how to deal with them.
"If needed, special teachers for these children can be brought
to the classes," Joko added.
He said the government had allocated around Rp 10 billion
(US$1.1 million) from this year's state budget to support the
program, involving 504 regular schools across the country.
The schools received Rp 5 million each to prepare and hold an
inclusive education program for the disabled. Now, they have
accommodated over 2,750 children with disabilities.
Mudjito, the director for special education at the Ministry of
National Education, said Indonesia lacked facilities for children
with special needs.
"Out of 1.5 million children with disabilities, only around
51,000 are enrolled in special schools and 5,000 in non-
governmental organizations," he said. "We should not pity those
with special needs, instead, we must treat them equally."
He said the lack of schools for children with mental
disabilities, has contributed to the problem.
"The inclusive program is more effective in meeting the right
to education of these children," he added.
Mudjito said that building new schools was expensive and
ineffective as children with mental disabilities needed
interaction with other people in order to copy normal behavior.
"We see that they are happier and have improved a lot. If they
are put together with those with the same conditions, they will
copy the behavior of their peers," he said.
"These children have competence and are not stupid. For
example, a child in a primary school in Padang, West Sumatra, who
has been taking part in the program for two years, gained third
rank in his class last year."
Mudjito said the main obstacle was often the parents of
"normal" students who feared that the mental disability was
contagious and that the disabled students could have a negative
impact on their children's intelligence.
Angie Siti Anggari, the principal of Madania -- a regular
school that accommodates 53 special children out of its 1,240
students, said that by including these children in her school, it
taught other students to accept and tolerate the differences
within the society, thus educating them on moral values.
"Although we don't have teachers with outstanding knowledge on
various mental disabilities, we have seen improvement in the
children studying in our school," she said.
The education ministry has decided to offer scholarships for
5,000 special children who cannot afford school fees to join
public schools for the nine-year mandatory education program.
"Those who are truly considered poor will be given financial
assistance. Hopefully, the elimination of fuel subsidies will
benefit these children," Mudjito said.
"By giving them survival skills and education, they will be
able to survive economically in the future. This in turn will
contribute to reducing the nation's poverty." (005)