Main Article Content
Abstract
Penyelenggaraan pendidikan inklusi di Indonesia menunjukkan upaya serius negara dalam memberikan akses pendidikan yang setara, termasuk bagi siswa berkebutuhan khusus. Ini sesuai amanat Undang-Undang Dasar 1945, diperkuat dengan Undang-Undang No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Namun, upaya tersebut masih menghadapi beberapa tantangan. Oleh karena itu, penelitian ini bertujuan untuk menganalisis kerangka kerja, hambatan, dan prospek pendidikan inklusi di Indonesia. Penelitian ini menggunakan metode deskriptif-analitis. Penelitian ini mengandalkan dokumen hukum dan kebijakan yang dikombinasikan dengan data empiris dalam menilai implementasi kebijakan pendidikan inklusif baru-baru ini. Penelitian ini menemukan adanya kemajuan yang signifikan dalam implementasi pendidikan inklusif, terutama dalam hal integrasi anak berkebutuhan khusus ke dalam kelas reguler. Namun demikian, beberapa tantangan juga ditemukan, seperti kesiapan guru , aksesibilitas yang terbatas, dan stigma sosial yang masih muncul. Penelitian ini lebih lanjut menyarankan perlunya koordinasi kelembagaan lintas sektor untuk memperkuat pendidikan inklusi dengan perhatian khusus pada hak-hak siswa dengan disabilitas.
The implementation of inclusive education in Indonesia exhibited the state’s effort to provide equal access to education, including students with special needs. As stipulated by the 1945 Constitution, coupled with the Law No. 20 of 2003 on the National Education System. However, it remained face a several challenges. In this sense, this paper seeks to analyses the framework, obstacles, and prospects of inclusive education in Indonesia. The research uses a descriptive-analytical methods. It relies on the legal and policy documents combined with empirical data in assessing the recent implementation of such inclusive education policies. It found significant advancement of the implementation of inclusive education, especially the integration of children with special needs into regular classes. Nevertheless, some challenges also found, such as the teacher preparation, limited accessibility, and social stigma that remain arise. The research further suggests the need for cross-sectors institutional-coordination to strengthen the inclusive education with special attention to the rights of students with disabilities.
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