Embracing Diversity and Inclusion in Indonesian Schools : Challenges and Policy Options for the Future of Inclusive Education
Today, children with disabilities continue to be one of the most disadvantaged social groups and experience barriers to access and full participation in education in Indonesia. This policy note reviews the current status of Inclusive Education (IE)...
| Main Authors: | , , , |
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| Format: | Report |
| Language: | English |
| Published: |
World Bank, Washington, DC
2021
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/undefined/535361634052935364/Embracing-Diversity-and-Inclusion-in-Indonesian-Schools-Challenges-and-Policy-Options-for-the-Future-of-Inclusive-Education http://hdl.handle.net/10986/36533 |
| Summary: | Today, children with disabilities
continue to be one of the most disadvantaged social groups
and experience barriers to access and full participation in
education in Indonesia. This policy note reviews the current
status of Inclusive Education (IE) in Indonesia with
dedicated attention to children with disabilities, focusing
on school facilities and environment, teacher competency,
and governance and service delivery. This study used focus
group discussions to understand stakeholder perspectives in
the implementation of IE, in addition to an extensive review
of policy frameworks and IE practices in Indonesia and
international good practices. This policy note finds that
while the government has made progress on establishing
policy framework for IE, the implementation of IE faces
significant challenges. IE has not been fully mainstreamed
into the education system due to limited legal and financial
responsibilities and coordination at national, local and
school levels. There is a strong need for improved
accessibility and quality of inclusive schools, teacher and
staff training, and increased administrative capacity.
Limited cross-sectoral collaboration can prevent children
with disabilities from appropriate learning and smooth
school transitions, but this issue could have been
exacerbated during the COVID-19 (coronavirus). This policy
note provides policy recommendations in three strategic
areas including access and equity of IE, quality of teaching
and learning, and improved governance and ecosystem of
service delivery. It is indispensable to ensure equitable
access to inclusive schools in every sub-district/city in
every education level. Teacher training and support
mechanisms in IE is needed for all teachers, thus providing
an opportunity to understand what inclusion is. Improved
coordination, budget allocation, capacity building should
happen across different levels of administration, providing
better opportunities for children with disabilities. |
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