History of Indonesia Education and Inclusive Education

HISTORY OF INDONESIA
EDUCATION AND
INCLUSIVE EDUCATION
6
Khoerun Nissa Amalia
Wawan Andriana
Pebriani Pratiwi
Astrid Dara Putri Sutejo

Education in Portuguese
colonial era
Purpose of Education
Speed the catholic religion
Initiator
Franciscus Xaverius
The First school
In 1536 => seminari
source: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN Balai
Pustaka.

Figure 1. Francicus
Xaverius
Initiator
Franciscus Xaverius
source: Depdikbud.1985. Pendidikan Indonesia dari zaman ke zaman.Jakarta: PN Balai
Pustaka.

Spread the catholic religion
source: Djumhur dan Dana Suparta .1976. Sejarah Pendidikan. Bandung: CV. Ilmu.

Figure 2 map of maluku
The first School
In 1536 => seminari founder by Antonio Galvoni
for nobleman children

http://1.bp.blogspot.com/-
2s7L4yuFiqg/UcZ0Sl_AB_I/AAAAAAAAAfA/J5VYL4Srs
r0/s320/seminari+banjarmasin+1919.jpg
Photos of seminari
Education in Dutch
Colonial era
voc
Hindia-
Belanda

Produce skilled personnel who would be employed in
government, administration and church

Elementary school
Latin school
Seminarium Theologicum
Academy of Marine (Academy der Marine)
Chines School
System and kind of school in VOC era such as :

EDUCATION IN DUTCH GOVERNMENT COLONIAL
ERA
Before 1900
school
Elite Class
Source: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN Balai Pustaka.
Elite Class
Educated personnel
school
After 1900
Sumber: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN Balai Pustaka.
SYSTEM, AND THE LEVEL OF SCHOOLING TYPE

Sumber: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN
Balai Pustaka.
A. School for European
population groups
-Elementary School
-secondary school
B. School for bumiputera groups
-State primary schools
-King's School
secondary school
C. Vocational school
-School carpentry
-School Girl
-Public schools for girls
-school Doctor
DOCTOR SCHOOL (STOVIA)
http://adiasadewa.blogspot.com/2013/02/stovia-sekolah-dokter-
gratis-indonesia.html
Sumber: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN Balai Pustaka.
EDUCATION IN THE TIME OF INDEPENDENCE
MOVEMENT
With the increasing spread of education in Indonesia in the 20th
century, there arose a new class in society in Indonesia ,
namely class intelligentsia who received Western education ,
but did not receive treatment and reasonable place in colonial
society.
Group wise to establish schools of education for all Indonesian
people. They are Ki Hajar Dewantara, R.A kartini dan M. Syafei
EDUCATION IN THE JAPANESSE COLONIAL ERA
Purpose of Education => to win a war
http://tarianirmapena.blogspot.com/2013/04/masa-
pendudukan-jepang-di-indonesia.html
tentara
buruh
http://edyfranjaya.wordpress.com/2012/05/27/kilang-sayutai-di-
pangkalan-berandan/
Source: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman,
Jakarta: PN Balai Pustaka.
EDUCATION IN INDEPENDENCE ERA
Educate the true citizen, willing to donate labor and state of mind and
communities.
Source: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta:
PN Balai Pustaka.
EDUCATION IN NEW ERA
In this study Pelita I can be developed according to the plan in
accordance with state finances.
Slightly swollen state financial future crude oil prices jumped
from $ 3 to $ 12 per barrel.
This allows the establishment of elementary Instruction
(Instruction) appoint teachers and print textbooks.
Source: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN
Balai Pustaka.
EDUCATION IN REFORM ERA

Purpose of Education according in KTSP :
1). For basic education, of which laid the foundation of intelligence, knowledge,
personality, noble character and the skills to live independently and to follow
further education.
2) For secondary education, improve intelligence, knowledge, personality, noble
character and the skills to live independently and to follow further education.
3) For the secondary vocational education, improve intelligence, knowledge,
personality, noble character and the skills to live independently and to follow
further education in accordance with the vocational.
CASE STUDY
antarakaltim.com 26 DESEMBER 2012
Education Curriculum 2013 ( Special )..indeed it was time for during the curriculum does
not emphasize on the development of human resources (HR ) , but the students are
presented with memorization, not real science competence and indispensable in daily.
Samarinda ( East Kalimantan ANTARA ) - The Ministry of Education and Culture to make
sure to change the Education Unit Level Curriculum ( SBC ) began in July 2013 ,
because the old curriculum which was made in 2006 , no longer in line with the changing
times.
Due to the sudden changes that impressed , then emerged a number of questions from
many walks of life. Why should the curriculum be changed ? What is the urgency ? What
is also intent and purpose? Does the minister have to replace the policy change anyway
?
Source: www.antarakaltim.com/berita/11122/mengapa-kurikulum-harus diubah( 26 Desember
2012)
According to the Minister of Education and Culture Mohammad Nuh , the opinion of
some people that replace ministers coupled with a policy change , it may just have a
point .
But at the same time the development of curriculum changes 2013 has been through a
long process before, even a team of experts has been studied . Then presented to the
public in order to get input for improvement .
Curriculum changes , the minister said, because it was time for the curriculum does not
emphasize on the development of human resources (HR ) , but the students are
presented with memorization , not real science competence and indispensable in
everyday life .
Minister also said sorry to the students ranging from elementary to high school or
equivalent if the existing curriculum be maintained , because there is no curriculum
according to the needs and changing times .

Source: www.antarakaltim.com/berita/11122/mengapa-kurikulum-harus diubah( 26
Desember 2012)
So, what readiness in East Kalimantan province , both educators and kependidikannya
readiness ? Because the change should be accompanied by training teachers to be able
to implement the SBC is still unfamiliar , while the time to master the new SBC lived next
six months ( January to June ) .
Observers who is also professor of education Mulawarman Samarinda , Nana Rijono
said that East Kalimantan Provincial Education Department and the area must be
prepared for changes in the curriculum that will be implemented in the academic year
2013.
Preparations to be done in the face of changes in the curriculum began kindergarten to
high school level , including by preparing teachers to have adequate resources to teach
students .
Nana is also Vice Chairman of the Indonesian Teachers Association ( PGRI ) East
Kalimantan continues , preparations that must be done is training to teachers gradually
due to the implementation of the curriculum will also be carried out in stages that began
in 2013 .

Source:www.antarakaltim.com/berita/11122/mengapa-kurikulum-harus diubah( 26 Desember
2012)
He also hoped that the Education Department Kaltim has enough money to do a teacher
training related to SBC changes , because that would be trained not a few teachers , but
the number in the thousands .
Training also involves drafting team asked SBC , especially at the level of the central
government as the main speaker . Without primary sources , judged the training will not
be effective .
SBC changed since adapted to the changing times , observers education aspirations ,
and the general public , because the SBC is now applied not in accordance with the
times , aka expiry .
While the new SBC , there will be a reduction in subjects especially for elementary
school students , the elementary school students who previously crammed 10 to 11
subjects , then in the new SBC there are only about six or seven subjects .

Source: www.antarakaltim.com/berita/11122/mengapa-kurikulum-harus diubah( 26
Desember 2012)
Although subjects was reduced , but learning hours will not be reduced , even if it should
be added as it relates to brain teaser .
SBC to be introduced on July 2013 is not directly change all classes , but in the first year
will be applied to students in grade 1 and grade 4 at the elementary level or equivalent .
As for middle and high school levels as well as an equal, enforcement of the new SBC
will begin in grade 1 , in July 2014 for class 2 , and in July 2015 for the third year , or in
2015, all classes are already holding the new SBC .
" Before entering the SBC that began in July , the Department of Education and the East
Kalimantan each county and city in East Kalimantan , have six months from January to
conduct training for the teachers in the face of the new SBC , " said Nana.
According to him , the SBC changes on a few things . Among these are based on a
survey by a team of the Global Institute , the Trend in International Math And Science
Survey ( TIMSS ) conducted in 2007 .
When the team conducted a survey to a number of countries in Asia , such as South
Korea , Taiwan , Singapore , Hong Kong , Japan , Malaysia , Thailand , and Indonesia
itself on the ability of the student
Source: www.antarakaltim.com/berita/11122/mengapa-kurikulum-harus diubah(
26 Desember 2012)

The result , only 5 percent of Indonesian students who can work on the problems in the
high category and require calculation mindset , while 71 percent of Korean students
could work on the same material .
In another perspective , as much as 78 percent of Indonesian students can work on the
problems in the lower categories which only require rote , whereas only 10 percent of
Korean students who can only work soa such questions.
For that, the recommendation is that the team needs to do is strengthen the curriculum
development and talent development mindset. That answer immediately curriculum
begins in July 2013 .
From the survey , almost all Indonesian students only able to master the lesson until
level 3, while students from other countries able to master the lesson until the level of
4.5, there is even able to level 6 .
" We must be sure that every human being is created with the same capabilities .
Interpretation of the results of this survey only one , namely systems curriculum taught in
Indonesia is different from the demands of the times , so it is necessary to develop the
curriculum , " said Nana . ( * )
Source: www.antarakaltim.com/berita/11122/mengapa-kurikulum-harus diubah(
26 Desember 2012)

input:
Ministry of Education and Culture to make sure to change the Education Unit
Level Curriculum (SBC) began in July 2013, because the old curriculum which
was made in 2006, no longer in line with the changing times.
process:
Science is always evolving, so until the time the curriculum should be changed
according to the changes. Of course, the replacement of the new curriculum is
done with the process of observation and testing by experts. In addition, in the
face of changes in the curriculum, the government set up a teacher who has
adequate resources in teaching students
output:
It is expected that after the Indonesian curriculum change can create qualified
human resources capable of competing in a variety of fields, especially
technology and science.
Opinions of Education Figure
about Indonesian Education
R. A. Kartini
educated women will be more
competent to educate their
children and more perfect to take
care of their household
Kartini thought that women
should get an education too as
they will educate their children
in home. She disagree with the
idea that women only have to
learn about how to cook and
household related stuff.
source: Djumhur dan Dana Suparta .1976. Sejarah Pendidikan.
Bandung: CV. Ilmu.

Figure 1. R. A.Kartini
Ki Hajar Dewantara
Ki Hajar Dewantara is founding father
of Taman Siswa in 3 July 1922.

education for each nations means a
maintenance to develop the
generation seed from those nations, in
order to develop healthy
According to Ki Hajar Dewantara,
education is a fundamental needs for
each nations to develop their next
generation to be a better generation.
source: Djumhur dan Dana Suparta .1976. Sejarah Pendidikan. Bandung: CV.
Ilmu.

Figure 2. Ki Hajar Dewantara
Muh. Syafei
Muh. Syafei became manager of INS in 31
October1926.
our children need to learn to work, so that they will be
skillfull to use their hands beside their brain.
Muh. Syafei, the founder of INS, said that children
(especially teenager) need to be skillfull both
academic and enterpreneurship. They must be
equipped by working skill so that they will enable to
create their own employment opportunities rather
than being an employer.

Inclusive Education
Salamanca Statement
Schools should accommodate all children regardless
of their physical, intellectual, social, emotional,
linguistic or other conditions. This should include
disabled and gifted children, street and working
children, children from remote or nomadic
populations, children from linguistic, ethnic or
cultural minorities and children from other
disadvantaged or marginalized areas or groups.
Salamanca Statement, 1994
Figure 3 disabilites doesnt
matter in education
Figure 4. street children need
education, just like normal
children
UNESCO Agreement about Inclusive Education
Reaffirm our commitment to Education for All ,
recognizing the necessity and urgency of providing
education for children , youth and adults with special
educational needs within the regular education
system.
Figure5. motto Education for All
We believe and proclaim that :
every child has a fundamental right to education ,
and must be given the opportunity to achieve and
maintain an acceptable level of learning,
every child has unique characteristics , interests ,
abilities and learning needs,
education systems should be designed and
educational programmes implemented to take into
account the wide diversity of these characteristics
and needs,
those with special educational needs must have
access to regular schools which should accommodate
them within a childcentred pedagogy cap able of
meeting these needs,
regular schools with this inclusive orientation are
the most effective means of combating
discriminatory attitudes , creating welcoming
communities , building an inclusive society and
achieving education for all
Figure 6. inklusive education
doesnt group normal children
and difables in different group
We call upon all governments and urge them to:
give the highest policy and budgetary priority to
improve their education systems to enable them to
include all children regardless of individual differences
or difficulties ,
adopt as a matter of law or policy the principle of
inclusive education , enrolling all children in regular
schools , unless there are compelling reasons for doing
otherwise,
develop demonstration projects and encourage exchan
ges with countries having experience with inclusive
schools ,
establish decentralized and participatory
mechanisms for planning, monitoring and evaluating
educational provision for children and adults with
special education needs,
encourage and facilitate the participation of parents
, communities and organization of persons with
disabilities in the planning and decision-making
processes concerning provision for special
educational needs,

invest greater effort in early identification and
intervention strategies , as well as in vocational
aspects of inclusive education ,
ensure that , in the context of a systemic change,
teacher education programmes, both pre-service and
in-service, address the provision of special needs
education in inclusive schools .
Study Case
Policy Reformation for Difabel
By : Rachmad Faisal Harahap
JAKARTA - The lack of access to the right for education
will also have an impact on the rights of living of children
with disabilities in the future. However, education is the
base of enjoyment in all sectors of life.

Education Observer Doni Koesoema A said that
discrimination against persons with disabilities is not
only happens in the college course, as in the case of the
requirements of the National Selection Entrance State
University (SNMPTN) 2014.
Study Case
"People with disabilities have been discriminated
against since the time they enter elementary school.
Our National Education System divides Indonesian
children into two groups, those with disabilities and
non-disabled people. Existence of Special Schools
and Inclusive Education which only a label proves
that our education system is indeed insulting human
dignity, he said at the office of the Legal Aid
Institute (LBH), Central Jakarta, Monday
(10/03/2014).

Study Case
Doni continued, that the government reform the
national education policy as a whole, ranging from
elementary to high school level, which provides
greater opportunities for every citizen. Whatever
their condition, he added, that persons with
disabilities can be educated decent, fairly and
without discrimination.
Study Case
Maintain a policy that is unfair and discriminative,
especially for persons with disabilities, suggests that
education policy makers have lost their conscience.
Attitudes like this is inappropriate to be owned by
educational leaders, "he said.
Source :http://kampus.okezone.com/read/2014/03/10/560/952957/reformasi-
kebijakan-bagi-penyandang-difabel (Monday, 10 March 2014)

Study Case
Input: People with disabilities (difabel) usually being
discriminated by normal people, but in fact, they still
can have an achievement in academic or non-
academic. Sadly, parents think that enroll their
children in SLB is a disgrace
Process: people with disabilities need more
attention, especially in education in order to get rid
the disgrace label that always being labeled to them
Output: if government put their attention on
disabilities people in education especially difabels
will not be labeled as disgrace anymore in society.

Forms of segregated education
services
Segregation is a form of education service education system that
is separate from the child's formal education system.
Education of children with disabilities through a system of
segregation means that to provide education that is specifically
held, and apart from the provision of education for normal
children.

Service education of children with
disabilities
Formal School
THERE ARE FOUR FORMS OF IMPLEMENTATION
EDUCATION WITH THE SYSTEM OF
SEGREGATION

Extraordinary School (SLB)
Extraordinary Boarding School
Far Class/Visit Class
Extraordinary Elementary School

EXTRAORDINARY SCHOOL (SLB)
Implementation of school starting from the preparation to with the
advanced level of the units held in the school with the one
principal.
Extraordinary schools for the blind (SLB-A), Extraordinary schools
for the hearing impaired (SLB-B), Extraordinary schools for
mentally disabled (SLB-C), Extraordinary schools for the
physically disabled (SLB-D), and Extraordinary schools for tuna
laras (SLB-E).
Beside the special schools that teach one abnormalities, some
are educating more than one disability, so it appears that SLB-BC
the deaf child and mentally disabled. SLB-ABCD, extraordinary
schools for blind, deaf, mentally disabled, and physically disabled
children.
Learning Process at the Blind SLB
Learning Processes in Deaf SLB
EXTRAORDINARY BOARDING SCHOOL
Form of special schools equipped with the boarding facilities.
Form of education unit was also similar to that of the SLB.
There is continuity in the learning program at the boarding school, so
the hostel is where coaching after children in school.
Appropriate school choice for students who come from outside the
area, because they are limited shuttle facility.

One of Special Boarding
School in Jakarta
FAR CLASS / VISIT CLASS
Institutions are provided to give educational
services for children with disabilities who live
far from the SLB or SDLB.
Teachers who served in that classroom
comes from the teachers SLB-SLB nearby.
They function as an itinerant teacher.
EXTRAORDINARY ELEMENTARY SCHOOL
School unit consisting of a variety of disorders
that are educated under one roof.
The curriculum used in SDLB is used in the
special school curriculum for elementary level
adjusted for specialization.
Long education in SDLB same as the old
conventional SLB for education in elementary
level, which is blind child, mentally disabled, and
physically disabled for 6 years, and deaf
children 8 years.
SPECIAL EDUCATION UNIT CONSISTS OF:
1) Extraordinary Elementary School (SDLB) with
the at least 6 years old education.
2) Secondary School Outstanding (SLTPLB) at
least 3 years.
3) Outstanding Secondary School (SMALB) at
least 3 years.
4) In addition, Pasal 6 of Government Regulation
No.72 of 1991 also enabled the implementation
of kindergarten Extraordinary (TKLB) with the
the old one to three years of education.

Forms of Integrated Education Services /
Integration
Education system that provides opportunities for children with
disabilities to learn together with normal children learn under one roof.
In the integration system fully and partially, the number of children with
disabilities in a class maximum of 10% of the total number of students.
To assist the difficulties experienced by children with disabilities, in an
integrated school provided Teacher Special Advisor(GPK).
Togetherness
children with
disabilities with the
other normal children
FORM OF INTEGRATION IN EDUCATION
SERVICES FOR CHILDREN WITH SPECIAL
NEEDS:
a. Ordinary Class
b. Ordinary Class with the Special
Guidance Room
c. Special class

ORDINARY CLASS
Children with disabilities
learn in a regular classroom
in full by using regular
curriculum.
Approaches, methods,
assessment methods used in
the regular classroom is no
different from that used in the
public schools.
For some subjects adjusted
to child's disability.
A teacher teaches
her student with full
of patience
ORDINARY CLASS WITH SPECIAL GUIDANCE
ROOM
Children with disabilities, learning in a
regular classroom with the use of
regular curriculum and special
services to follow certain subjects that
can not be followed by children with
disabilities together with the normal
children.
Special care is given in the special
guidance by special teachers (GPK)
with the using an individual approach
and show that the appropriate
method.
special guidance
room
SPECIAL CLASS
Children with disabilities follow the same
educational curriculum in SLB fully in special
classes at public schools implement
educational programs tepadu.
Special teachers serve as executive
programs in special classes
The integration at this level only the physical
and social.
SAMUEL A. KIRK (1986) MAKES A GRADATION OF EDUCATIONAL
SERVICES FOR CHILDREN WITH DISABILITIES FROM THE
SEGREGATION MODEL TO MAINSTREAMING MODEL AS BELOW:

CASE STUDY
East Kutai Extraordinary School Teacher Shortage

Sangatta , Pelita - Currently the number of students in special schools as many as 53
people , consisting of two blind people , mentally disabled people 31 , 12 deaf people ,
disabled people and two Osis two people .
SCHOOL Extraordinary Affairs ( SLB ) in Sangatta , East Kutai Regency , East Kalimantan
, admitted still having trouble applying the learning process for the students , because of a
shortage of teachers .
" We still lack teachers teach as many as 13 people so that on average each teacher must
teach students concurrently in several other fields , such as Islamic teachers and teacher
Tunagrahta , " said Principal SLBN Sengata Haristo Mappa Tuesday .
According Haristo Mappa learning process in SLBN located in Jalan Kampung Bomban ,
North Sangatta , it is not optimal , because it is hampered by the number of teachers , as a
result there are some teachers who are forced to become the double teaching .
" Including me as principal . , But that we had to do , to educate children properly , " he
said .
He revealed that thirteen teachers required to teach in SLBN Sengata respectively , for a
blind person , three- person hearing impaired , mental retardation and ausdit five people .
Then for disabled teachers one person , one person sports to art and music teachers and
one teacher to teach the art of painting is also a person .

Source: Pelita Online. Wednesday, February 6th 2013. From: ant | rud |
red http://www.pelitaonline.com/mobile/detail.php?id=116533

While existing teachers as many as 12 people each teacher two Civil Servants (
PNS ) including the Principal , then teacher salaries force many as four people ,
administration of the then four volunteer teachers who come from parents
themselves .
" Shortage of teachers in the special schools we have proposed to the
Department of Education of the East Kutai , and has been promised if there is
acceptance of the teacher will be given priority . Yeah hopefully this year realized
, " he added .
Currently the number of students in special schools as many as 53 people ,
consisting of two blind people , mentally disabled people 31 , 12 deaf people ,
disabled people and two Osis two people .
In addition to the lack of teachers , support facilities are also very less , so that
their talents are not supported , although they have advantages that should be
dealt with special teachers , he said .
It is said that Mappa Haristo also became Chairman of RT 17 North Sengata
Gang Lucky Jaya , the lack of teachers greatly impact the lack of talent
development of children , especially specific areas such as painting, music and
religion .
They on average have good skills , even some of them music talent and
excellent painting talent and that is the pride of our teaching , which if nurtured
will seriously be able to do normal like other children .
" We strongly believe that if enough teachers and adequate facilities are
supported , children SLB graduates will be able to do something good for
themselves and for families and the surrounding communities , " he said .
Source: Pelita Online. Wednesday, February 6th 2013. From: ant | rud |
red http://www.pelitaonline.com/mobile/detail.php?id=116533

input:
Extraordinary School in East Kutai, East Kalimantan Province
shortage of teachers as many as 13 people.
process:
A teacher at the SLB taught the student concurrently in several other
fields, such as Islamic teachers and Tunagrahita teacher. Even the
headmaster intervened as a teacher for a while. The shortage of
teachers in special schools has been proposed to the Department of
Education of the East Kutai, and has been promised if there is
acceptance of the teacher will be given priority.
output:
The government should prioritize infrastructure particularly special
teachers to schools for children with special needs, because if it is
not met then the learning process will be hampered making it difficult
for the school and the students themselves.
There needs to be awareness of its own for outstanding school
teachers not to give up on a wide variety of children with special
needs.

Foundation of Education with Special Needs
1. Philosophical Foundation

Based on the philosophy of Bhinneka Tunggal Ika, disability or
superiority is a form of diversity such as ethnicity, religion, race,
cultural background, and so on.
Thus, according to this philosophical education in Indonesia,
integrative-inclusive education in the promotion of interaction and
relationships form silih asah, silih asih, dan silih asuh. (educate
each other, love each other, and mutual tolerance).

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan
Tenaga Kependidikan. Jakarta: Departemen Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi
Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi.
1.1 Pancasila with the Motto Bhinneka Tunggal Ika
2. The foundation of Religion

God created humans differ from one another with the intention that
interconnected and interdependent (Surah Az-Zukhruf: 32)
While in Q.S. Al-Maidah verse 2 and 48, explained that there are two types
of human interaction, which is cooperative and competitive.

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan Tenaga Kependidikan. Jakarta:
Departemen Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi.
1.2 Hubungan koperatif antar siswa
source: http://www.youtube.com/watch?v=tbj9BYK95-A
1.3 Hubungan kompetitif antar siswa
source: http://www.pendidikan-
diy.go.id/dinas_v4/?view=v_berita&id_sub=2437
3. The foundation of the Scientific
A lot of knowledges that is closely related to the completion of educational efforts,
such as psychology, sociology, economics, and so on.
In relation to the effectiveness and efficiency of the implementation of inclusive
education, Indonesia would not have enough knowledge.

4. Juridical Foundation
In UNESCOs agreement in Salamanca, Spain
in 1994, it was determined that education
around the world also implemented inclusive
stated that education for all
(education for all).
The four pillars of Salamanca Statement:
1. Learning to know
2. Learning to do
3. Learning to be
4. Learning to live together

Government Regulation Number 72 of 1991 which have not been revised,
mentions the existence of various types of exceptional education services are
segregated. In 2001, the director of special education initiative to start an inclusive
education.
Sumber: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan Tenaga Kependidikan. Jakarta: Departemen
Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi.
1.2 Salamanca Statement
Elements of Basic Education with Special Needs Service
Positive Attitude Of Diversity
Teachers attitudes toward students who require special education. (Hannah, 1988).
Promotive interaction
Efforts to help each other and encourage each other or motivate in learning.

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan
Tenaga Kependidikan. Jakarta: Departemen Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga
Kependidikan dan Ketenagaan Perguruan Tinggi.
1.5 Interaction between teacher and student
1.6 A student sing in front of class
Academic and Social Competence Balanced
Learning plan should involve not only at the achievement of academic goals (academic objectives) but also the
purpose of collaboration skills (collaborative skills objectives).
Adaptive learning
Efforts to empower all students potential humanitarian differently, inclusive education requires the availability of
appropriate learning programs to individual student needs (individualized instructional programs) or commonly
known as PPI (Program Pembelajaran Indovidual).
Collaborative consultation
Exchange of information among professionals related to obtaining legal and instructional decisions related to
students who require special education services.

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan Tenaga
Kependidikan. Jakarta: Departemen Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga Kependidikan
dan Ketenagaan Perguruan Tinggi.

1.7 Teacher guides students to explore
source:
http://www.youtube.com/watch?v=tbj9BYK95-A
1.8 Discussing about inclusive school
source:
http://www.youtube.com/watch?v=tbj9BYK95-A
Living and Learning in the Community
In inclusive education classes should be a mini form of an idealized
community life.
Partnership relationship between School , Family and Community
Schools and families have the same function, then both should establish
a close partnership in an effort to empower all students to developing
human potential and optimally integrated .

1.9 Understanding each other
source: http://pokja-
inklusifkalsel.org/berita/detail/107/Anak-
Berkebutuhan-Khusus-Perlu-Perhatian-Pemerintah
1.10 Familys participation in inclusive school
Understanding of Individual Needs Students
All education experts or education personnel involved in the implementation of inclusive
education in schools should understand that each student is unique, has different individual
needs with each other.
Learning and Independent Thinking
In inclusive education , teachers encourage students to achieve a high level of cognitive
development and creative and thus capable of independent thought .
Principles of Lifelong Learning
Lifelong learning is essentially learning to think critically and learn to solve various problems of
life.

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan Tenaga Kependidikan.
Jakarta: Departemen Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga Kependidikan dan Ketenagaan Perguruan
Tinggi.

1.11 Layanan bersifat individual
1.12 Pembelajaran teknologi agar berpikir independen
source: http://indonesia.ucanews.com/2012/05/02/akses-
pendidikan-anak-berkebutuhan-khusus-masih-terbatas/

Steps in Preparing the Education with Special Needs
Services
Socialization of Inclusive Education to the Community
Movement through various media campaigns and action regarding the
implementation of integrative-inclusive education.
Regulation Amendment
Rules and policies are still supporting the implementation of the system-exclusive
segregated education needs to be amended or changed to integrative-inclusive
education.
Improvement of SPTK
Have the same basic ability to provide educational services for students in general
and students who require special education services.

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan Tenaga Kependidikan. Jakarta: Departemen
Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi.
1.13 Sosialisasi Pendidikan Inklusif oleh PPKLK
source: http://sdnbulakbanteng1-
263.blogspot.com/2012/12/sosialisasi-pendidikan-inklusi.html
Preparing School Accessibility for Children with Special Needs
In exceptional children inclusive education possible to enter regular school
if the school provided appropriate facilities and infrastructure.

Provide special education services for ALB on Schools
Each teacher in inclusive schools need to have the basic knowledge and
skills in order to resolve special education issues PLB basic education.

Receive ALB in Regular Schools
Schools can begin receiving exceptional children who in the past could only
be accepted at SLB.

Implementing the Action Research
Action research (action research) needs to be done at the school to
monitor the change in the direction of the establishment of an inclusive
education system that is both

Case Study

DKI Target Developing 7 Thousand Inclusive Schools

BERITAJAKARTA.COM - 23-11-2013 12:45
As a form of attention to the education of children with special needs (ABK), Jakarta Provincial
Government launched itself into the province of inclusive education. With this declaration, the
future Jakarta administration will make the target of at least 7,000 regular school into an inclusive
school, with details of 2,600 public schools and 4,400 private schools spread across the capital.
Head of the Department of Education ( Education Department ) Jakarta, Taufik Yudi Mulyanto, now
Jakarta continues to develop inclusive education. Education that is not based on the child
distinguish the physical and mental condition. Thus, for the education of the crew no longer be
accommodated by the School (SLB) alone. But, also be in a regular school that has been converted
into an inclusive school. Moreover, until 2013, there are about 7,500 crew in Jakarta recorded.
Where 2,200 of whom 374 attended regular public schools from kindergarten to high school in
Jakarta. "In addition to the mandate of the Act, the provision of opportunity for the crew to get an
education in regular schools are used as an inclusive, will help normal children. because they can
learn from them, " he said, in a declaration of Inclusive Education Programme in Ancol, North
Jakarta, Saturday (23/11). Taufik explained, is the policy on enrollment of the new school year 2014
it gave the crew a special quota for 5 percent for each school. This is to make sure the crew gets an
equal chance at every school in Jakarta. "When receiving students through online, we 've asked for
a 5 percent quota in schools. Maybe not all schools reach their quota, but we open access to the
broadest, "he said. Regarding social interaction ABK constraint problems in a number of schools ,
Taufik did not dismiss it probably will happen. However, he thinks it is a process of learning to all
parties. "We 're learning , of which could not be able to. Previously, 374 schools have become
inclusive schools can not , but they could proceed , " he said .

Input
Education in Indonesia has yet to be felt by all Indonesian children,
especially for children with special needs. Although Jakarta is a
metropolitan city, but education in Jakarta is not in favor for children
with special needs. Inclusive education is believed to be the solution
to this problem, but this inclusive education has problems such as
educational accessibility for children with special needs are still
minimal.
Process
Education is a basic right for every child. The Jakarta administration
are well aware of it, but in reality not all children obtain a good
education, especially education for children with special needs.
Many children with special needs who do not get education because
of the difficult accessibility, such as the number of outstanding
schools are few, far distance to school and so on. In this case, the
Jakarta administration has launched a program that all schools in
Jakarta-integrated into inclusive schools, which receive the regular
school children with special needs. So with such measures,
education can easily reach every child.
Output
Given that education is the right of every child,
then education should be provided to all
children regardless of their physical condition.
Steps taken by the Jakarta administration to
make all schools in Jakarta into an inclusive
school is the right step in the efforts of
educational equity. So with these steps, there
will be educational equity that can be felt by
every child with an easy accessibility.

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