State Schools and Children with Special Needs: Has Inclusive Education Truly Been Realised?
Education is a right for every citizen without exception. This principle has been affirmed in the 1945 Constitution of the Republic of Indonesia as well as various regulations in the field of education that guarantee learning opportunities for all children, including children with special needs (ABK). In recent years, the government has continued to encourage the implementation of inclusive education through the provision of public schools that are open to students with various characteristics and learning needs. This policy is one of the efforts to present an education system that is more just, equal, and free from discrimination.
However, behind this spirit, a question worth reflecting upon arises: has inclusive education in public schools truly been realised, or is it merely a commitment in policy documents? This question is important to ask because the success of inclusive education cannot be measured solely by the number of schools holding inclusive status or the number of students with special needs admitted. What is far more important is how schools are able to provide educational services that meet their needs so that they can develop optimally.
Normatively, Indonesia has a sufficiently strong legal foundation for the implementation of inclusive education. Various regulations have affirmed that every child has an equal right to obtain education without discrimination. The state has also encouraged local governments to designate public schools as providers of inclusive education so that access to education for children with special needs becomes increasingly widespread.
Unfortunately, policy implementation in the field still faces various challenges. Many parents still experience difficulties when enrolling their children in public schools. Some schools limit the quota for admitting students with special needs, while others claim they are not yet ready due to limitations in facilities, teaching staff, or learning systems. This condition shows that the issue of inclusive education no longer lies in the regulatory aspect, but rather in the readiness of its implementation.
These findings are reinforced through research conducted by the author at SMKN 13 Jakarta, as one of the public schools providing inclusive education. The research results show that there are still several fundamental problems hindering the optimal realisation of inclusive education.
The first problem is the lack of continuous monitoring and evaluation by the government or the education office after a school is designated as an inclusive education provider. The determination of policy seems to be the end of the process, whereas implementation in the field actually requires consistent assistance. As a result, schools must face various challenges independently without any systematic evaluation mechanism or continuous guidance. In the perspective of public policy, the success of implementation is highly determined by the process of continuous supervision, evaluation, and improvement.
The next challenge relates to the readiness of infrastructure and facilities. Supporting facilities for children with special needs in schools are still not entirely adequate. Some special learning needs or accessibility support facilities are not yet optimally available. This indicates that the government’s commitment to expanding access to education has not been fully accompanied by adequate resource support. Schools are ultimately required to run inclusive education with the various limitations they possess.
In addition to facilities, the quality of human resources is an equally important issue. Research results show that not all teaching staff have adequate competence to teach and guide students with special needs. Most teachers have a regular educational background and have not received special training regarding inclusive education, differentiated learning strategies, or approaches appropriate to the characteristics of each student. Consequently, teachers must learn independently through teaching experience. This condition certainly cannot be placed entirely upon teachers; rather, it is the responsibility of the government to strengthen the capacity of teaching staff through training, professional assistance, and continuous competency development.
Beyond academic aspects, the social environment in schools also presents its own challenges. Research at SMKN 13 Jakarta found that children with special needs are still vulnerable to bullying and discriminatory treatment within peer groups. Although schools continue to strive to build a culture of mutual respect through various coaching activities, changing school culture cannot be done instantly. Inclusive education is essentially not just about uniting regular students and students with special needs in one classroom, but about building a school ecosystem that respects diversity and fosters empathy among all school members.
However, the most fundamental problem lies in the suitability of the educational curriculum. Based on research results, the curriculum applied to students with special needs in inclusive schools is still dominated by an academic orientation, similar to that applied to regular students. The adjustments made are still very limited, so that learning does not fully address the real needs of children with special needs.
In fact, for most children with special needs, life skills and vocational skills are far more important than mere academic achievement. Providing skills will…