Obstacles in the Implementation of Inclusive Education: A Case Study of Schools in Surakarta

Abstract

Guarantee for all citizens to access the right to equal education is accommodated through inclusive educational policy. However, many factors have made the policy implementation not running optimally. This research aims to analyze obstacles in the implementation of inclusive education in Surakarta City. As the pilot project of child-friendly city since 2006, the fulfillment of educational rights for children, including children with disabilities, is the prioritized program. The method employed was descriptive qualitative with case study conducted in six schools organizing inclusive education in Surakarta City. A series of interviews and observations have been carried out as main techniques of collecting data. Interview was carried out with three informants involved in the implementation of inclusive education at school: Shadow teacher, Inclusive Coordinator, and Students. Meanwhile, observation was carried out in learning practice and interaction in the class. The result of research indicates that main obstacles include five interrelated structural factors: deficit in quantity and quality of shadow teachers, limited inclusive training for regular teachers, parents’ declination to recognize children’s condition, governmental regulation inconsistency related shadow teacher and educational basic data, and limited facilities and infrastructures not fully accessible to students with disabilities. To deal with the obstacles synergy is needed between regional government, school, and community through reinforcing regulation related to shadow teachers, teacher training, and facility and infrastructure improvement to achieve non-discriminatory inclusive education oriented toward each student’s unique potency.