PPSDP International Journal of Education

Volume 2 (2) (Special Issue) 05-06 July 2023, 514-523

1st PPSDP International Conference on Educational Sciences (IConEds 2023)
E-ISSN 2829-5196, P-ISSN 2830-3229

The Inclusive Learning in Inclusive Education Provider Schools

Wiwi Purnama Dewi1, Sudadio1, Nurul Anriani1

1Universitas Sultan Ageng Tirtayasa, Banten, Indonesia

Corresponding author e-mail: [email protected]

Abstract: This writing was motivated by the existence of children with special needs
who should have equal rights in obtaining education together with students in
general at school. Inclusive education held in schools providing inclusive education
must properly prepare learning management that is adapted to the conditions of
students with special needs. Children with special needs will study together with
students in general in regular classes at schools providing inclusive education.
Learning that is prepared by taking into account the conditions of students in class
and adjustments to other students in regular classes. The author conducted a
literature study based on the results of previous research with the topic of inclusive
education. The writer said that to organize an inclusive education system, the
principle thing that cannot be avoided is to carry out the process of developing
components of the education management system in Inclusive Education Provider
Schools. They are managerial and curriculum. The managerial includes: planning,
implementing and supervising the school system. Inclusive Education Provider
Schools must embody the principle of inclusiveness starting from the planning,
implementation process, monitoring or supervision, to evaluation and preparation
of follow-up plans for the implementation of school programs. And the school
curriculum must have expertise in developing and adapting curricula as learning
guidelines that are adapted to the needs and individual conditions of their students,
including the implementation of special programs.

Keywords: Inclusive Education, Inclusive Learning, Provider School

A. Introduction

Education is an important part of human beings to make humans better. Education

is a process of transforming knowledge and perfecting human potential. Education
lasts a lifetime (long life education), humans must continue to learn from birth to
death, learning can be anywhere, anytime and there are no limits. Education is a
basic human right to obtain, both formal, informal, and non-formal education.
Education is a human right for every citizen, so certain groups such as persons with
disabilities or children with special needs cannot be ruled out. Education should be
available to all levels of society in all situations.

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PPSDP International Journal of Education
Volume 2 (2) (Special Issue) 05-06 July 2023, 514-523
1st PPSDP International Conference on Educational Sciences (IConEds 2023)
E-ISSN 2829-5196, P-ISSN 2830-3229

The state must take care of the needs of children so that they get a normal
education. Article 31 paragraph (1) of the UUD 1945 that "every citizen has the right
to the opportunity to obtain education". Because education is the basic right of every
person. In principle, arrangements regarding the obligations and rights of children
who need assistance are rights and obligations reserved for citizens. This can be seen
from the contents of the Universal Declaration of Human Rights issued in 1948. Then
the contents of the 1989 Declaration in the Convention on the Rights of the Child
became increasingly clear. Then there is the Salamanca Declaration and the
UNESCO Framework for Action in 1994. Then there is the World Declaration on
Education for All which was published in 1990, then the UN Code on Gender
Equality in 1993. Opportunities for the Disabled, in 1997 there was the Disability
Act, and three years later, in 2000, the operational framework was also passed. In
2003, this rule was also confirmed in Law No. 20 RI which became the background
for the declaration of the International Children’s Convention a year later.

In an effort to fulfill the right to education without discrimination, education is also

aimed at Children with Special Needs. Education organized for Children with
Special Needs is called Inclusive Education. Inclusive education is an education
where all students with special needs can attend regular schools along with
students in general (Paseka & Schwab, 2020). So far, children with special needs can
only attend special schools where all students have special needs. In the general
guidelines for implementing inclusive education (according to Minister of National
Education Regulation No. 70 of 2009) PPK-LK Director General of Basic Education
Ministry of Education and Culture (2011: 1) it is stated in Article 31(1) of the UUD 1945
and UU No. 20 Tahun 2003 concerning the National Education System shows that
the state guarantees that all children, including children with special needs, have
access to quality educational opportunities and services. As regulated in Chapter IV
Article 5 Paragraph 1 of UU No. 20 Tahun 2003, every citizen has the same right to
quality education. In addition, Paragraph 2 states that citizens with physical, mental,
intellectual, and social disabilities have the right to receive education.

Minister of National Education Regulation No. 70 of 2009 is defined as an education

delivery system that provides opportunities for all students with disabilities and who
have potential intelligence and/or special talents to attend education or learning in
an educational environment together with students in general. The implementation
of inclusive education aims to provide the widest opportunity for students with
special needs and realize the implementation of education that respects diversity
and is not discriminatory for all students who have physical, emotional, mental, and
social disorders, or have potential intelligence and/or talent to obtain quality
education according to their needs and abilities (Ministry of Education and Culture
Jakarta, 2011).

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PPSDP International Journal of Education
Volume 2 (2) (Special Issue) 05-06 July 2023, 514-523
1st PPSDP International Conference on Educational Sciences (IConEds 2023)
E-ISSN 2829-5196, P-ISSN 2830-3229

Inclusive education is a combination of providing special education with regular

education in one unified education system. Inclusive education also has the same
goals as general education, but the method of implementation is somewhat different
from general education. Inclusive education is open education, where all children who
wish to go to school can continue to inclusive education. In the implementation of
inclusive education, all students receive the same support in the learning process in
class. It’s just that students with special needs will get assistance from a special
accompanying teacher.

To optimize the delivery of education in inclusive schools, school administration

must consider the following:
a. The school implements a school-specific management system for planning,
organizing, directing, coordinating, monitoring, and evaluating related to
students, curriculum, staff, facilities infrastructure, and environmental
management.
b. The school offers a warm and welcoming classroom that accepts and respects
diversity.
c. Schools prepare a class management system that can take into account the
heterogeneity of students with special needs.
d. Teachers have learning competencies for all students, including learning
competencies for students with special needs.
e. Teachers are able to optimize the role of parents, professional staff, professional
bodies, non-governmental organizations, and school boards in planning,
implementing, and evaluating school learning activities. (Pedoman Umum
Penyelenggaraan Pendidikan Inklusif, Kemendikbud, 2011).

B. Methods

The method in this article uses library research, which is a method of collecting data
by understanding and studying theories from various literature related to this
research. The data collection uses ways to find sources and construct from various
sources, for example, books, journals, and research that has been done. The library
materials obtained from various references are critically and in-depth analyzed to
produce a research result that can be accounted for.

C. Results and Discussion

Inclusive Education

Education that respects the differences of students and provides services to each
student according to their needs. Inclusive education is education that is not
discriminatory. Education that provides services to all students regardless of

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PPSDP International Journal of Education
Volume 2 (2) (Special Issue) 05-06 July 2023, 514-523
1st PPSDP International Conference on Educational Sciences (IConEds 2023)
E-ISSN 2829-5196, P-ISSN 2830-3229

physical, mental, intellectual, social, emotional, economic, gender, ethnicity, culture,

place of residence, language and so on. All students learn together, both in formal
and non-formal classes/schools in their homes which are adapted to the conditions
and needs of each student.

Inclusion is a disability rights term used by persons with disabilities and activists
who emphasize the idea that every person with disabilities must be free, open, and
unceasing in providing comfort or protection, without denial or hindrance to obtain
equal rights in various matters. Inclusive education is a human right, that is,
good education increases social tolerance. In doing so, we consider several things;
(1). All children have the right to study together, (2) The presence of children should
not be discriminated against, separated, or ostracized because of disabilities or
difficulties in learning, (3) There are no rules for sequestering children in obtaining
the right to education. Inclusive education refers to all people who want to achieve
something without exception. Give all children the opportunity to fully participate
in these activities in the regular classroom regardless of disability, race, or other
property disability.

The definition of inclusive education is education that provides opportunities for

students with special needs due to physical, emotional, mental, intellectual, and
social disorders and have the potential for intelligence and/or special talents to study
together with other students in general education units and vocational education
units, by providing facilities and infrastructure, educators, educational staff and a
curriculum that is tailored to the individual needs of students (Minister of National
Education Regulation no. 32 of 2008 concerning Academic Qualification Standards
and Competency for Special Education Teachers).

Inclusive education aims to build a coherent concept and contextual policy

framework with environmental conditions so that there is access and equality in
basic education for all children, and what is contained in education, so that diverse
educational needs can be responded to and fulfilled in the main line of education
(ordinary education), both in formal and non-formal education.

The function of inclusive education is to ensure that all students with special needs
have the same opportunities and access to obtain educational services that suit their
needs and are of good quality in various pathways, types, and levels of education,
and to create an educational environment that is conducive for students with special
needs to develop its potential optimally.

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PPSDP International Journal of Education
Volume 2 (2) (Special Issue) 05-06 July 2023, 514-523
1st PPSDP International Conference on Educational Sciences (IConEds 2023)
E-ISSN 2829-5196, P-ISSN 2830-3229

Inclusive Education Organizing Schools

An inclusive school is a school that organizes inclusive education and provides

educational programs that are appropriate, and challenging, but according to the
abilities and needs of each student. Inclusive schools are also places where every
student is accepted, becomes part of the class, and helps each other with teachers
and peers, as well as other community members to meet their individual needs.
Schools that provide inclusive education can be easily reached by the community so
that the community can send their children who have special needs to school.

Stainback & Stainback (1990) argued that an inclusive school is a school that
accommodates all students in the same class. This school provides educational
programs that are appropriate, and challenging, but in accordance with the abilities
and needs of each child, as well as assistance and support that can be provided by
teachers so that children are successful. More than that, an inclusive school is also a
place where every child can be accepted, become part of the class, and help each
other with teachers and peers, as well as other community members so that their
individual needs can be met. Furthermore, Sunardi (2005) argued that inclusive
education places children with special needs at the light, medium, and severe levels
fully in the regular class. This shows that the regular class is a place of learning that is
relevant for children with special needs, of all types and gradations of abnormalities.
Inclusive education as an education service system requires: (1) there are children
with special needs in public schools; (2) there is support from the school community;
(3) flexible curriculum; (4) varied learning; (5) there are class teachers and special
teachers; (6) there was a modification of the evaluation technique, and (7) there were
no children left.

An inclusive school is an ordinary/regular school that organizes inclusive education

by accommodating all students, both normal children and children with special
needs, namely children who have physical, intellectual, social, emotional, mental,
intelligent, special gifted, isolated tribes, victims of natural disasters, social
disasters/poor, having differences in skin color, gender, ethnicity, race, language,
culture, religion, place of residence, political groups, twins, orphans, orphans,
abandoned children, homeless children, abandoned children, involved children
juvenile court system, children exposed to armed conflict areas, children of beggars,
children affected by HIV/AIDS drugs (ODHA), nomadic children and others
according to their abilities and needs (Alimin & Permanarian, 2005).

Inclusive schools must recognize and respond to the diverse needs of their students,
adapt to different learning styles and speeds, and ensure quality education for all
students through selecting the right curriculum, good teaching organization and
strategies, and using resources to live life in the best possible way. and building
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PPSDP International Journal of Education
Volume 2 (2) (Special Issue) 05-06 July 2023, 514-523
1st PPSDP International Conference on Educational Sciences (IConEds 2023)
E-ISSN 2829-5196, P-ISSN 2830-3229

partnerships with local communities. The implementation of inclusive education

requires special management, namely the management of inclusive education which
includes; the learning process that begins with planning, organizing, directing, and
controlling curriculum components, educators and education staff, students and
inclusive education infrastructure, and school relations with the community. The
management of inclusive education is adapted to the circumstances and educational
needs of children who need special services or students with special needs.

Management of inclusive education for students with special needs includes

planning, implementation, monitoring, reporting and accountability which includes
components: (1) Curriculum, (2) Learning processes and outcomes, (3)
Administration and management of educational units, (4) Institutional organization
of educational units, (5) Facilities and infrastructure, (6) Man power, (7) Funding (in
the form of activity plans and school budgets), (8) Students, (9) Community
participation, (10) School environment/culture, (11) Social, educational and medical
rehabilitation.

Schools providing inclusive education are regular schools in which there are students
with special needs who attend school together with students in general in the same
class. Regular schools that organize inclusive education will have managerial
implications for the school, with adjustments for students with special needs, such as;
(1) Regular schools provide class conditions that are warm, friendly, accept
diversity, and respect differences, (2) Regular schools must be prepared to manage
heterogeneous classes by implementing an individualized curriculum and learning,
(3) Teachers in regular classes must implement interactive learning, (4) Teachers in
inclusive schools are required to collaborate with other professions or resources in
planning, implementing and evaluating, (5) Teachers in inclusive schools are
required to involve parents meaningfully in the educational process (Sutarti et al.
2018).

Schools providing inclusive education must meet the minimum standards for
implementing an inclusive education system. The unavoidable principle is to carry
out the process of developing components of the education management system in
Inclusive Education Providing Schools, namely:

1) Managerial
Includes: planning, implementing, and supervising the school system. Inclusive
education provider schools must embody the principle of inclusiveness starting from
the planning, implementation process, monitoring, or supervision, to the evaluation
and preparation of follow-up plans for the implementation of school programs.

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PPSDP International Journal of Education
Volume 2 (2) (Special Issue) 05-06 July 2023, 514-523
1st PPSDP International Conference on Educational Sciences (IConEds 2023)
E-ISSN 2829-5196, P-ISSN 2830-3229

2) Curriculum
Inclusive education provider schools’ managers have the authority and therefore
must have expertise in developing and adapting curricula as learning guidelines
that are adapted to the needs and individual conditions of their students, including
the implementation of special programs.

In implementing inclusive education, it is necessary to make adjustments according

to the needs and characteristics of students with special needs, schools should
make various adjustments, starting from the regular class curriculum and the
individual learning program curriculum, educators, the availability of Special
Assistance Teachers, the system modified learning, class arrangements, evaluation
systems and infrastructure adapted to the needs of students with special needs.

Inclusive Education Learning

Learning is a systematic process through the stages of design, implementation, and

evaluation. In this case, learning does not occur instantly but has gone through the
stages of learning design. The process of learning activities is in the form of teaching
and learning interactions in an atmosphere of educative interaction, namely
interaction that is aware of goals, meaning interactions that have been planned for a
specific purpose, at least is the achievement of instructional goals or learning
objectives that have been formulated in the unit of study. Learning activities
programmed by the teacher are integral activities between education and students.
Learning activities are methodologically rooted in the educator’s side, namely;
teachers, and pedagogically learning activities are rooted in the learner’s side
(Lefudin, 2017).

The implementation of learning activities is carried out by the teacher in the

classroom, namely; Managing schools/classes, managing learning materials,
managing activities and time, managing students, managing learning resources, and
managing class behavior. Learning is an interactive process between teachers and
students in the classroom. This interaction includes the delivery of learning material
provided by the teacher using methods, media, materials, and learning resources
that support and adapt to the needs of students in learning. Activities according to
the lesson plan are planned by the teacher before the implementation of learning.
Learning responds to the different possibilities and abilities of students through the
arrangement of facilities, services, and teacher motivation through curriculum
implementation to achieve learning objectives.

Learning cannot be separated from the components produced in the form; of

professional skills of teachers and/or instructors, curriculum components
(curriculum, methods, media), management components (tools, time, resources),
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Volume 2 (2) (Special Issue) 05-06 July 2023, 514-523
1st PPSDP International Conference on Educational Sciences (IConEds 2023)
E-ISSN 2829-5196, P-ISSN 2830-3229

process components (methods of implementing learning) and outcome components,

namely learning outcomes from learning objectives (Rukayat, 2018).

Sunardi (2005) suggests that there are many things that need to be considered in
children with special needs education services that must be adapted to their
individual needs, namely: (1) children with special needs learns differently from
normal children, the more severe the level of disability, the more complex the way of
learning. Children with special needs requires modification and a different time span
compared to normal students; (2) Schools are responsible for providing functional
skills so students can be independent. Thus, it is hoped that schools can teach
functional skills that students need in carrying out their lives both at school, at home,
and in the community; (3) Teachers must be in contact with parents of students in
running the program and evaluating the program; (4) Teachers play a very
important role in achieving learning objectives. The teacher must also be able to
convince the public that the material objectives in individual learning programs
are acceptable: practical, effective, and humane; (5) children with special needs
requires educational services with the principles of behavior modification.

The concept of inclusive education learning in its implementation in schools

providing inclusive education must pay attention to the following matters; First, the
school creates and maintains a classroom community, that is warm, accepts
diversity, and values differences. The teacher has the responsibility to create a
classroom atmosphere that accommodates all children in full by emphasizing a class
social atmosphere that respects differences regarding abilities, physical condition,
socioeconomic, religion, and so on. Management of learning in a class that is
heterogeneous and full of individual differences requires fundamental adjustments
to the curriculum. Teachers in inclusive classrooms use learning methods that are
interactive, cooperative, and thematic, and think critically problem solving, problem-
solving, and authentic assessment.

Second, the school implements a modified curriculum according to the needs of

students with special needs. An inclusive class means that learning is no longer
curriculum-centered but child-centered, with consequences meaning that there is
curriculum flexibility and the application of individual program services or
individual learning programs, a group process approach in implementing the
multilevel and multimodality curriculum.

Third, schools prepare special accompanying teachers who accompany class teachers
in the process of learning activities to provide assistance to students with special
needs who are still experiencing emotional, concentration, and developmental
barriers. Students with special needs do not only go through the learning process in

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PPSDP International Journal of Education
Volume 2 (2) (Special Issue) 05-06 July 2023, 514-523
1st PPSDP International Conference on Educational Sciences (IConEds 2023)
E-ISSN 2829-5196, P-ISSN 2830-3229

regular classes but also in special classes accompanied by special supervisors

(Learning Support Department).

Fourth, apart from undergoing the learning process in regular classical classes,
students with special needs also study individually and in small group classes
together with students with special needs in the school. The themes of learning in
small classes are usually related to self-development skills, socialization, motor
development, vocational education, or other themes according to the needs of
students accompanied by special accompanying teachers and special supervisors.

Fifth, the school must have a track record of every student with special needs
who attends a school providing special education from the parents of students or
teachers at the previous school, so that teachers can easily cope with and adapt to
the conditions and background circumstances of students with special needs.

Inclusive education is acceptance and service for students with special needs in
regular schools. Students with special needs have the same rights as regular students
in fulfilling their educational needs. In implementing it in regular schools, teachers
are needed who are able to create a friendly classroom climate, with child-friendly,
interactive, and cooperative learning methods with a modified curriculum adapted
to the needs of students with special needs. So, that students with needs will feel
recognized and valued and side by side and equal to students in general in regular
classes. Does not create social inequality between general students and students with
special needs. The school community, such as teachers and students work together to
minimize the obstacles faced by students with special needs in learning and support
the participation of all students in learning activities at school so that it becomes a
friendly school (Welcoming School).

Schools implementing inclusive education make the concept of a friendly school by

providing warm and friendly classroom conditions while embracing diversity and
respecting student differences paying attention to the following matters; (1) The
learning methods practiced in inclusive schools are generally interactive, varied and
cooperative; (2). Curriculum: The implementation of an inclusive curriculum includes
planning, developing, implementing, and modifying individual learning program;
(3). Educators: must understand how to handle children with special, including
technical skills and cooperation; (4). There are special accompanying teachers and
the Learning Supervising Department; (5). Facilities and infrastructure are available
for regular students and students with special needs; (6) Involve parents and the
community in the education and learning process for students with special needs.

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PPSDP International Journal of Education
Volume 2 (2) (Special Issue) 05-06 July 2023, 514-523
1st PPSDP International Conference on Educational Sciences (IConEds 2023)
E-ISSN 2829-5196, P-ISSN 2830-3229

D. Conclusion

To organize an inclusive education system, the principle thing that cannot be

avoided is to carry out the process of developing components of the education
management system in Inclusive Education Provider Schools.

References

Alimin, Z., & Permanarian. (2005). Reorient understanding of the concept of special
education to the concept of educational needs and its implications for educational
services. Bandung: Jassi Astati.
Lefudin. (2017). Study & Learning Book: Equipped with Learning Models, Learning
Strategies, Learning Approaches and Learning Methods. Yogyakarta: Deepublish.
Rukajat, A. (2018). Learning Management. Sleman: CV Budi Utama. Retrieved from
Stainback, W., & Stainback, S. (1990). Support Network for Inclusive Schooling:
Independent Integrated Education. Baltimore: Paul H. Brooker.
Sunardi. (2005). Trends in Special Education. Jakarta: Dikti.
Sutarti, S., Widayat, W., & Tjahjono, A. (2018). Efforts to Improve Inclusive School
Education Services for Children with Special Needs at Sekar Ii State Elementary
School, Donorojo District, Pacitan Regency (Doctoral dissertation, STIE Widya
Wiwaha).
Ministry of Education and Culture Jakarta. (2011). General Guidelines for Implementing
Inclusive Education. In Departement Pendidikan Nasional (Issue 70).
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Talents. (n.d.).
Minister of National Education Regulation No. 32 (2008) Academic Qualification
Standards and Competency for Special Education Teachers
Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and
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of Special Needs Education, 35(2), 254–272. https://doi.org/10.1080/08856257.
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