Inclusive Education Programme: A New Paradigm Towards Educational Equity
Education is a fundamental pillar of human life, serving as the most basic capital for individuals to socialise, pursue careers, and fulfil their roles as siblings or parents. All things require knowledge, and knowledge is attained through education. Education is a means to enhance one’s abilities to achieve desired success. Education is dynamic, adapting to the developments of the times and advancements in various fields. Similarly, the educational phases an individual undergoes are dynamic, corresponding to their developmental age. We now recognise the term twelve-year compulsory education as the minimum standard for an individual to pursue education. The latest curriculum terms these phases from Phase A (primary education) to Phase F (senior secondary level or equivalent).
The direction of national education was once trapped in a period of stagnation for many years. Education was viewed solely through the grades displayed on a report card, and graduation was determined only by a single examination gate lasting three days. Previously, the cognitive or academic aspect was viewed with tunnel vision as the only prerequisite for an individual to be deemed competent. Consequently, we often heard legendary terms such as ‘red marks’ and ‘mark inflation’. Such an educational process creates disparities among students. The greatest concern is that teachers may fail to discover the potential gaps in students if they only view the cognitive aspect as the sole benchmark. In reality, some students possess greater potential in other areas, such as linguistics or kinaesthetics.
Furthermore, when discussing inclusion, some students are less fortunate. They may have disabilities or special needs—we now use the term ‘special’ for those who are less fortunate. This certainly requires a more intensive approach than others. In the past, particularly before the 2000s, the world of education paid less attention to their presence. Education is a process of humanising humans. The current educational perspective does not rigidly place distance between one student and another. As teachers, we hold the principle that each individual student brings potential that can be developed, which in Ki Hajar Dewantara’s philosophy is referred to as the nature of the era and the nature of the individual. The teacher is the guide for students to unleash their inherent potential.
Therefore, the Ministry of Primary and Secondary Education’s current attention to inclusive education is a positive development from the past. As teachers, we welcome these humanistic steps from the ministry with pleasure and a spirit of continuous learning and self-development, including how to become a teacher in the realm of inclusive education.
The Need for Inclusive Schools
According to information released by the People’s Consultative Assembly on 30 December 2024, the Directorate of Community Education and Special Education at the Ministry of Primary and Secondary Education revealed that public perception surveys regarding understanding of inclusive education are only at 52%. Based on Dapodik data as of November 2024, the number of students with disabilities in Indonesia is 341,282 individuals. Of this number, 162,118 are enrolled in special schools, while the remainder are studying in schools that provide inclusive education. There are approximately 40,164 schools accommodating students with special needs, yet only about 14.8% to 15% of the total inclusive schools have a Special Guidance Teacher.
To be honest, the real figures in the field may be higher than those in the primary data. Why? There are several reasons for this, viewed from both the parents’ and the schools’ perspectives. First, many parents still feel ashamed to send their children to special schools or inclusive schools. Second, schools that are not officially inclusive often end up accepting these prospective students anyway. For public schools, building public trust is a way to survive, so they accept these inclusive prospective students.
I am not fabricating this, as a primary school teacher in a remote district, we receive inclusive prospective students almost every year. Specifically, the inclusive prospective students who enrol at our school are those with intellectual disabilities. In fact, one of my sixth-grade students this academic year is already of junior secondary school age, yet we continue to guide and nurture them in primary school with sincerity, even though our school is not officially registered as an inclusive education provider.
Based on that data and personal experience, it is clear that we still have a significant amount of homework in the effort to implement inclusive education. All of us as teachers under the Ministry of Primary and Secondary Education must continue striving to improve public understanding regarding inclusivity, equality of opportunity in various fields, and the empowerment of persons with disabilities in various aspects of life.
Inclusive Education Strategy
The number of special schools and schools providing inclusive education is indeed not yet proportional to the number of inclusive students. The Ministry of Primary and Secondary Education is addressing this specifically by launching a teacher training programme for inclusive education starting in April 2026. The programme includes basic, advanced, and proficient level training. According to the ministry’s official website, the material covers topics such as recognising diversity, the importance of inclusive education, teaching strategies, and classroom assessment. We appreciate these steps by the Ministry of Primary and Secondary Education towards realising quality educational services.