EVALUATION ON THE IMPLEMENTATION OF INCLUSIVE
EDUCATION IN SURABAYA
Abstract
Todays, many schools declared as an inclusive school. In the implementation, many things
must be fulfilled in order to serve them optimally in accordance with National Education
Regulation No.70 of 2009. In East Java, especially Surabaya City, has been 5 years of
being an inclusive school, it has never been evaluated on the implementation of inclusive
education. Based on those reasons, this study aimed to evaluate the implementation of
inclusive education in Surabaya. This research used descriptive evaluative research where
the researcher intends to collect data, and describe the policy implementation. Sources of
data in this study were learners with special needs, regular learners, principals, classroom
teachers, subject teachers, special education teacher, parents of regular learners and
special needs learners and local residents. The technique of collecting data used
interviews, observation and documentation. Data analysis techniques used flow analysis
techniques of Miles Huberman which the steps are data reduction, data display and
verification. The results of this study indicate that from the aspects of learners, curriculum,
learning process, educators and education personnel, learning tools, relation between
school and society, SDN Ketintang II Surabaya mostly has been implemented the inclusive
education in accordance with the policy. Even though for facilities and infrastructure and
learning tool, SDN Ketintang II has not been implemented it properly. For facilities and
infrastructures aspect, the building, wall and the road is still not accessible for learners
with special needs, especially for learners with physically impairment and visually
impairment. For learning tools aspect, the school just have learning tools for certain types
of disability.
Keywords: The Implementation of Inclusive Education, Policy, Inclusive School
1. INTRODUCTION
The issue of discrimination in education for learner with special needs has been rolling
in Indonesia for long time. Before, education that are available for them are limited in
segregation educational setting (exclusive). There are 3 service segregation educational
settings, which are, (1) special schools that only serve learners with the same type of
disabilities, (such as: SLB / A, SLB / B, SLB / C etc.), (2) special schools accommodate
different types of disabilities, (such as: SDLB, SMPLB and SMALB), and (3) regular schools
that accept learners with special needs or commonly called as an integrated school.
From those 3 of education services, segregated education services is more inclusive than
others. Because another education services do not give chance for learner with special needs
to go school in regular school. However, in an integrated school learner with special needs
must adapt to the school curriculum, teachers, learning infrastructure, and learning activities.
So the one who must adapt the system is the learner with special needs not the school.
Based on world issues on education for all, then Indonesia began to be introduced to
inclusive education, education system which more friendly and do not discriminate against
learner with special needs. Inclusive education is an education system that provides
opportunities for all learners including learners with disabilities and learners who have
intelligence potential and / or special talents to participate in education together with general
learners (Kemendikbud, 2011: 1). The concept of inclusive education appears intended to
provide solutions to their discriminatory treatment in educational services, especially for
learner with special needs. Inclusive education has a basic principle that as long as possible,
all learner have a right to learn.
XXX-1
Based on the mandate of the world and national on inclusive education, especially
Permendiknas No. 70 of 2009 that specifically regulates about inclusive education, today
many regular schools declared into an inclusive school. In the implementation, inclusive
education is not completed when the regular school accepts learner with special needs to learn
together with regular kids. Many things must be fulfilled in order to serve them optimally in
accordance with National Education Regulation No.70 of 2009.
There are aspects that must be consider in organizing inclusive schools, which are: (1)
learners, (2) curriculum, (3) the learning process, (4) educators and education personnel, (5)
facilities and infrastructure, (6) learning tools, and (7) relation between school and society.
So, when the school has declared as an inclusive school, it needs to be evaluated whether the
implementation is accordance with the guidelines on Organizing inclusive education
Permendiknas 70 of 2009 or not.
In East Java, especially Surabaya City
data sekolah inklusif di Surabaya PAUD-SMA
permasalahan-permasalahan yang muncul biasanya in general
compare with theory and another region if it is needed
Based on those reasons, this study aimed to evaluate the implementation of inclusive
education in Surabaya.
Purpose of the study?
2. PROCEDURES
This research used descriptive evaluative study which the researcher intends to collect
data, and describe the policy implementation. Sources of data in this study were learners with
special needs, regular learners, principal, classroom teachers, subject teachers, special
education teacher, Parents (Regular and special needs learner) and local residents. All of those
are persons who know well about the implementation of inclusive education in SDN
Ketintang II Surabaya.
Data collection techniques used interview, observation and documentation. Observation
technique is mostly used to obtain the information about the learning process, facilities and
infrastructure. Interview technique is used to obtain data in all aspects and it mostly used to
obtain data about curriculum and relation between school and society. Documentation
technique is used to obtain data about learners, curriculum, educator and education personnel,
learning tools and relation between school and society.
Data analysis techniques used flow analysis techniques Miles Huberman which covers
the data reduction, data display and verification. At data reduction stage, data that has been
obtained then reduced, and sorted, summarized and coded. Coding aim to facilitate
discussion. In this study the data selected and categorized into (1) learners, (2) curriculum, (3)
the learning process, (4) educators and education personnel, (5) facilities and infrastructure,
(6) learning tools, and (7) relation between school and society.
After reduced, the data are presented (display) in order to make it easier in
understanding the process and then do further analysis. The data presented in the form of
narrative text. After data was displayed, then the next stage was verification. After data
presented, then conducted data triangulation. After the completion of triangulation, the
deduction (verification) can be done descriptively appropriate with the research focus. In this
study the focus is the aspects of inclusive education implementation which are (1) learners,
(2) curriculum, (3) the learning process, (4) educators and education personnel, (5) facilities
and infrastructure, (6) learning tools, and (7) relation between school and society. Then final
stage is comparing between the data and the guidelines of inclusive education
implementation. Then it will conclude whether the school does implement it based on the
guidelines or not based on 7 aspects.
REFERENCES
Alimin, Z. (2005). Memahami Pendidikan Inklusif dan Anak Berkebutuhan Khusus.
Makalah tidak diterbitkan. Bandung: Jurusan PLB FIP UPI. Convention on the Rights of the
Child. United Nations General Assembly resolution 44/25, 20 November 1989
Mitchell, D. 2006. Special Education Needs and Inclusive Education: Major Themes in
Education, New York : Publishers Note.
Final Report of the 27th Asia-Pacific International Seminar on Education for Individuals with
Special Needs: Advancement of Education to Meet the Special Needs of Individuals
toward Realization of Principle of Equity and Social Cohesion. 3-6 December 2007,
Yokohama, Japan. http://www.nise.go.jp/kenshuka/josa/kankobutsu/pub_d/d-266.pdf
Smith, J.D. 1998. Inclusion: School for All Learners. New York: Wadswarth Publishing
Company.
Somad, P. and Z. Alimin. 2004. Reorientasi Pemahaman Konsep Special Education dan
Implikasinya ke Konsep Special Needs Education terhadap Layanan Pendidikan. Jurnal
Jassi_anakku 3, no. 1: 15-21. Bandung: Jurusan PLB FIP UPI
Stubs, S. (2002). Inclusive Education Where There Are Few Resources. Oslo: The Atlas
Alliance. Sujarwanto. 2004. Inclusive Education in Indonesia: Lessons from Japanese
Special Education Models. Tsukuba: CRICED University of Tsukuba
Sunanto, Juang. 2009. Implementasi Pendidikan Inklusif di Sekolah Dasar. Bandung: Pusat
Kajian dan Inovasi Pendidikan Sekolah Pasca Sarjana UPI. Sunardi (2009).
Tarsidi, Didi. 2004. Implementation of Inclusive Education in Indonesia, Bandung: Universitas
Pendidikan
