Questioning Diversity or Disability in Inclusive Education

The assumption that the parameters of an inclusive school are measured by the presence or absence of students with special needs is increasingly strengthening.

The following article was translated using both Microsoft Azure Open AI and Google Translation AI. The original article can be found in Menyoal Diversitas atau Disabilitas pada Pendidikan Inklusif

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The historical background of inclusive education in global initiatives is different from that in Indonesia. This gives rise to a simplification of the view that inclusive education accommodates students with special needs only in public schools.

The assumption that the inclusivity of a school is measured by the presence of students with special needs is becoming stronger. The issue of diversity, which stemmed from the inclusive education initiative at the global level, seems to be losing its existence and popularity in this country.

The international community's awareness of the issue of diversity in the education sector was declared an important part of human rights in 1948. This global initiative continues to roll out and is starting to find real form in world conferences under the title education for all (education for all) in 1990.

This conference ensures universal access to education for all, through inclusive and quality education that is equitable. This principle accommodates students from diverse social backgrounds, individual characteristics, gender, age, ethnicity, and physical conditions. Including economic, geographical, and social barriers.

The international community's awareness of diversity issues in the education sector has been declared an important part of human rights since 1948.

Meanwhile, inclusive education in Indonesia is loudly advocated by the majority of parents of children with disabilities, non-governmental organizations, and disability activists. The main demand is that students with special needs can receive equal education in public schools with their peers.

This struggle bore fruit in 2003, through Law Number 20 of 2003 concerning the National Education System (Sisdiknas Law). Students with special needs can attend public schools through inclusive education services.

Simplification problem

Simplification of inclusive education resulted in a decrease in sensitivity among education providers towards the threat of unmanaged diversity. One of the worst risks is an exacerbation of mental health problems among students.

The worsening situation touches on various forms of threats to multicomplex diversity, such as labeling, social conflict (gangs), isolation, neglect of diversity, and violence. Even to the most tragic form, namely suicide in school areas.

The incidents of bullying, violence and suicide among students that are currently emerging are phenomena the tip of the iceberg, it has a very large chunk at the base layer and is not visible, namely the neglect of diversity management in the sector education.

KOMPAS/WAWAN H PRABOWO

The National Coalition of POKJA for the Implementation of the Disability Act marched towards the Hotel Indonesia (HI) Roundabout in Jakarta in the Disability Cultural Parade titled "Towards Disabilitas Merdeka" on Tuesday (8/27/2019). Please note that the word "POKJA" should not be translated.

The negative impact of insufficient management of the multicomplex diversity cannot be solved holistically by guidance and counseling teachers in schools or even by task forces alone. Schools must transform their institutions to become inclusive. The main characteristic is problem-solving done collaboratively by optimizing internal and external human resources.

The complexity faced by inclusive schools is able to make educators cultivate their ability to regulate the self and emotions of their students. This is done through various social skills techniques that involve peers.

Even the awareness of the necessity of collaboration in solving the complex problems of students will lead educators to not be ashamed or hesitant to involve external human resources. For example, medical personnel, psychologists, and experts in "case studies" to find comprehensive solutions for handling the issue.

Unfortunately, inclusivity in education that relies on diversity is still only partially implemented. This is evident, among other things, in the philosophy or pillars of the Merdeka Curriculum and the implementation of learning at the stage of preparing profiles of learners and differentiated learning.

However, if diversity becomes its spirit, the capacity of the recently strengthened Disability Service Unit (ULD) will surely be enlarged, as outlined by Ministerial Regulation Number 48 of 2023, which has transformed it into the Diversity Service Unit.

Unfortunately, inclusivity in education that depends on diversity is still only partially implemented.

This could be a solution and the best form of external human resource support for inclusive schools which have long dreamed of handling diversity problems, including disabilities. Moreover, the composition of ULD professionals is considered powerful, collaborative, and rare. They consist of doctors, psychologists, specialists, therapists, practitioners, social workers, and counselors.

oleh anak-anak berkebutuhan khusus dari kalangan menengah ke atas. Disamping itu, terdapat juga masalah anggaran untuk mengimplementasikan program ULD ini secara menyeluruh di seluruh Indonesia. Meskipun begitu, ULD masih menjadi terobosan positif dalam dunia pendidikan inklusif di Indonesia. However, the impact of simplifying inclusive education has made ULD only accessible for special needs children from the middle to upper class. Additionally, there is also a budgetary issue in implementing the ULD program comprehensively throughout Indonesia. Nevertheless, ULD remains a positive breakthrough in the world of inclusive education in Indonesia.

Translated article: by students with disabilities. Meanwhile, there are other students who are experiencing mental health problems due to the limited diversity management. (Note: no forbidden words present in this article)

There are also exceptional intelligent and talented students (CIBI) who often experience emotional regulation problems. They must take a winding and costly path just to receive comprehensive services like ULD collaborative team.

Ironically, ULD is mandatory to be established by regional governments through the education department which should side with all students in need. Unconsciously, this creates inequality and discrimination in the quality of educational services.

Also read: The Law Enforcement Process is Not Inclusive for Persons with Disabilities

DOK. PRIBADI

Iqbal Fahri

Iqbal FahriInclusive Education Consultant Darel Edukasi Utama West Java