Implementation of inclusive education policy in supporting students with disabilities in high schools in Palu City, Indonesia
DOI:
https://doi.org/10.64171/JAES.6.1.30-35Keywords:
Inclusive education, disabled students, High school education, policy implementationAbstract
This study aims to investigate the implementation of inclusive education policy at senior high schools in Palu city, Indonesia. This study used a qualitative multiple-case study involving three government senior high schools. Data were gathered through field observation, focus group discussion, in-depth interviews, and written document analysis. Focus group discussion involved 15 informants, comprising teachers and school principals. Nine of the informants were recruited for in-depth interviews, which lasted between 30 and 40 minutes. The results of this study show that inclusive education policies have been formally implemented. Schools have accepted disabled students in accordance with the principles of inclusive education as stipulated in Ministerial Regulation decree No. 70 of 2009. However, the policy implementation is primarily administrative in nature and has not addressed the technical aspects of inclusive learning. This aligns with findings that the curriculum remains uniform for all students, without significant modifications. Teachers struggle to adapt teaching strategies for students with disabilities, and local government support is limited to written regulations, not structured programs. Furthermore, most principals and teachers do not fully understand the laws and regulations governing inclusive education.
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