Evaluating Inclusive Education Initiatives in Indonesia: From Policy to Practice
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| Title: | Evaluating Inclusive Education Initiatives in Indonesia: From Policy to Practice |
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| Language: | English |
| Authors: | Nur Fauziyah (ORCID |
| Source: | Educational Process: International Journal. Article e2025232 2025 16. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Inclusion, Students with Disabilities, Equal Education, Educational Policy, Rural Urban Differences, Stakeholders, Attitudes, Government Role, Teacher Education, Teacher Effectiveness, Self Efficacy, Barriers, Faculty Development, Access to Education, Educational Finance, Resource Allocation |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: Inclusive education ensures that all students, including those with disabilities, have access to quality education. Despite global and national policies, challenges persist in implementing these policies effectively, especially in local contexts. This study evaluates the implementation of inclusive education policies in diverse regions of Indonesia, focusing on urban-rural disparities. The aim is to identify factors influencing the success or challenges in policy implementation and provide recommendations for stakeholders. Materials/methods: A mixed-methods case study design was employed in South Sulawesi and East Java. Data were collected through surveys, interviews, and focus group discussions involving 150 educators, 50 local government officials, and 30 community members. The study assessed the status of policy implementation, stakeholder perceptions, and the role of local governments. Results: Urban areas like Surabaya and Makassar, with established Units for Disability Services (ULDs) and regular training programs, reported stronger support, with 75% and 72% of educators receiving adequate training. In contrast, rural areas like Pamekasan and Maros faced significant challenges, with only 55% and 48% of educators receiving sufficient training. Urban educators felt more equipped to implement inclusive practices, while rural educators encountered barriers due to limited funding and logistical constraints. Conclusion: The study concludes that region-specific strategies, enhanced funding for rural areas, sustainable training programs, and stronger partnerships between schools and local governments are essential to foster a more inclusive educational environment across Indonesia. Addressing these disparities is crucial for ensuring equitable access to inclusive education for all students, particularly those with disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483417 |
| Database: | ERIC |
| Abstract: | Background/purpose: Inclusive education ensures that all students, including those with disabilities, have access to quality education. Despite global and national policies, challenges persist in implementing these policies effectively, especially in local contexts. This study evaluates the implementation of inclusive education policies in diverse regions of Indonesia, focusing on urban-rural disparities. The aim is to identify factors influencing the success or challenges in policy implementation and provide recommendations for stakeholders. Materials/methods: A mixed-methods case study design was employed in South Sulawesi and East Java. Data were collected through surveys, interviews, and focus group discussions involving 150 educators, 50 local government officials, and 30 community members. The study assessed the status of policy implementation, stakeholder perceptions, and the role of local governments. Results: Urban areas like Surabaya and Makassar, with established Units for Disability Services (ULDs) and regular training programs, reported stronger support, with 75% and 72% of educators receiving adequate training. In contrast, rural areas like Pamekasan and Maros faced significant challenges, with only 55% and 48% of educators receiving sufficient training. Urban educators felt more equipped to implement inclusive practices, while rural educators encountered barriers due to limited funding and logistical constraints. Conclusion: The study concludes that region-specific strategies, enhanced funding for rural areas, sustainable training programs, and stronger partnerships between schools and local governments are essential to foster a more inclusive educational environment across Indonesia. Addressing these disparities is crucial for ensuring equitable access to inclusive education for all students, particularly those with disabilities. |
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| ISSN: | 2147-0901 2564-8020 |
