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Provision and Implementation of Inclusive Education in Early Childhood Centers: A Comparative Case Study of Two Semarang-Based Institutions
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Abstract
The present research aims to investigate and describe the provision of inclusive education services in early childhood education institutions, focusing on TK Hj. Isriati Baiturrahman 2 and PAUD Lab School UNNES in Semarang, Indonesia. Utilizing a qualitative descriptive case study approach, the study comprehensively examined various aspects, including curriculum, student demographics, educator training, infrastructure, and financing. Key findings indicate the utilization of a collaboratively developed "Merdeka Curriculum" aimed at holistic child development. Both schools have incorporated a specialized student selection process to identify and accommodate special needs students. Educators are rigorously trained in inclusive education methods and continuously monitored for program effectiveness. Infrastructure and funding support are pivotal for the actualization of inclusive practices. These findings have profound implications for practice and policy in inclusive education, reaffirming the necessity for inclusive school management and stakeholder involvement. However, the study is constrained by its localized focus and calls for further research to broaden its generalizability and investigate the long-term impacts of these programs.
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Introduction
Education is imperative for enhancing an individual's quality of life and advancing humanity's fate and civilization(Fauzi, 2018)(Hizriyani, 2019). Consequently, every child has the right to education. This right is strengthened by the global Education for All (EFA) program(Furuta & C, 2017). EFA proposes a nondiscriminatory educational model that does not differentiate based on social strata, ethnicity, religion, culture, or physical abilities, among other factors(Suyahman, 2015).
Inclusive education has gained global focus for advancing equitable and quality education(Anderson, 2019). In Indonesia, inclusive education is a pivotal issue with significant implications for social and economic progress. This mandate aligns with the 1945 Indonesian Constitution and the National Education System Law, asserting every individual’s right to quality education(Alhammadi, 2023). However, many children with special needs still lack adequate access to education, especially in rural areas(Maemunah, 2021).
Since 2009, the Indonesian government has focused on inclusive education(Ediyanto et al., 2021)(Nandya Atika et al., 2017). Government Regulation No. 7 of 2009 specifies that inclusive education is a system that provides all students the opportunity to attend school in the same environment(Anggita Sakti, 2020)(Zulkarnain, 2018). This aims to reduce social stigma and narrow educational disparities between children with special needs and their typical peers(Dutchman et al., 2013)(Jansen-van Vuuren & Aldersey, 2020). Despite these regulations, implementation barriers exist, including a need for more resources and commitment from relevant stakeholders(Darma & Rusyidi, 2015).
One primary obstacle is the low level of commitment and capability among educational practitioners and policymakers. Furthermore, inadequate governmental monitoring contributes to the subpar quality of inclusive education(Anggita Sakti, 2020). Previous studies have also shown that not all educational services are accessible to children with special needs. For instance,(DeMatthews, 2021)found that although inclusive education has been opened to children with special needs, its implementation still needs to be revised. Therefore, there is an urgent need to evaluate and revise existing approaches.
Another influential factor is the resources allocated by the government, the educational system, and the schools themselves(Ackah-Jnr, 2018). Moreover, the involvement of parents and the general community influences the effectiveness of inclusive education. While teachers are pivotal in implementing inclusive education, many schools still need to increase the number of teachers to handle children with special needs(Kefallinou et al., 2020). According to(Alfina & Anwar, 2020), preparation in three key aspects is necessary: teachers, curriculum development, and facilities. Challenges faced by teachers include non-linear qualifications and inadequate infrastructure(Tiara, 2022).
Observations at TK Hj. Isriati Baiturrahman 2 and PAUD Lab School at Semarang State University indicate that implementing inclusive education at these institutions needs to be revised. Both schools need clear guidelines for administering inclusive education, consistent with Government Regulation No. 7 of 2009, which guides inclusive education in Indonesia. This research aims to fill this information gap and provide recommendations to improve the implementation of inclusive education.
Various studies have revealed urgent needs and important issues in the context of Early Childhood Education (PAUD). For example,(Hardin et al., 2009)focused on challenges in screening and evaluating second-language English speakers in the United States, highlighting shortcomings in existing evaluation and screening systems.(Poon-McBrayer & Wong, 2013)explored the role of schools and school leadership in implementing inclusive education in Hong Kong. Besides,(Ackah-Jnr, 2020)examined the effectiveness of professional development programs for teachers involved in inclusive education. However, there is a knowledge gap concerning the implementation and success of inclusive education at the PAUD level in the Indonesian context, which needs to be sufficiently filled by previous research.
Despite the existing body of work on inclusive education in Indonesia, several limitations and controversies exist. Firstly, most studies focus on higher levels of education and neglect PAUD. Secondly, research tends to be more theoretical than practical. Thirdly, there needs to be more studies involving opinions from various stakeholders, including teachers, parents, and children with special needs. Therefore, this study addresses these limitations by focusing on implementing inclusive educational services at PAUD in Semarang.
This study aims to analyze and describe the provision of inclusive educational services in PAUD in Semarang, specifically at TK Hj. Isriati Baiturrahman 2 and PAUD Lab School UNNES. Employing a qualitative descriptive approach with a case study model, this research seeks to provide a comprehensive picture of the state of inclusive education in PAUD. By offering in-depth information and analysis, this study hopes to fill existing gaps in previous literature. Additionally, it aims to provide comprehensive and applicable recommendations to enhance the effectiveness and efficiency of inclusive educational services in Indonesia.
Methods
This study employed a descriptive qualitative approach and a case study model, focusing on inclusive education services at Hj. Isriati Baiturrahman 2 Kindergarten and the Lab School at the State University of Semarang (UNNES) in Semarang City. Data collection involved three primary techniques: observations to identify the research focus, interviews with the school principals and classroom teachers to understand the implementation and policies, and document analysis comprising various official documents and learning materials from both institutions. All data were collected in January 2023 using recording devices, writing tools for documentation, and information technology for data processing(Creswell & Guetterman, 2019).
Data analysis was carried out qualitatively, referring to the model proposed by Miles and Huberman (1994), which includes data reduction, data presentation,
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