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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
Language: English
Authors: Nur Fauziyah (ORCID 0000-0002-0172-6335), Nirwanto Maruf (ORCID 0000-0002-4077-169X), Dodi Jaya Wardana (ORCID 0000-0003-2519-2187), Fatimah Azis (ORCID 0000-0003-2239-6766), Erni Ekafitria Bahar (ORCID 0009-0000-9836-5339), Andi Husniati (ORCID 0000-0001-6721-8256)
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
FullText Text:
  Availability: 0
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  Data: Evaluating Inclusive Education Initiatives in Indonesia: From Policy to Practice
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Nur+Fauziyah%22">Nur Fauziyah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0172-6335">0000-0002-0172-6335</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nirwanto+Maruf%22">Nirwanto Maruf</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4077-169X">0000-0002-4077-169X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dodi+Jaya+Wardana%22">Dodi Jaya Wardana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2519-2187">0000-0003-2519-2187</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fatimah+Azis%22">Fatimah Azis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2239-6766">0000-0003-2239-6766</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erni+Ekafitria+Bahar%22">Erni Ekafitria Bahar</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-9836-5339">0009-0000-9836-5339</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andi+Husniati%22">Andi Husniati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6721-8256">0000-0001-6721-8256</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025232 2025 16.
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  Data: 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/
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  Data: Y
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  Data: 26
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Urban+Differences%22">Rural Urban Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Role%22">Government Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2025
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  Data: EJ1483417
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Rural Urban Differences
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: Government Role
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Educational Finance
        Type: general
      – SubjectFull: Resource Allocation
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Evaluating Inclusive Education Initiatives in Indonesia: From Policy to Practice
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            NameFull: Nur Fauziyah
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            NameFull: Nirwanto Maruf
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            – D: 01
              M: 01
              Type: published
              Y: 2025
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              Value: 2564-8020
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              Value: 16
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            – TitleFull: Educational Process: International Journal
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