Reconsidering Inclusive Education: Examining the reality of implementation in several countries
In special education, we often encounter the word and statement ‘inclusive’, which is the antonym of ‘exclusive’. Inclusive is defined as something that is inclusive in nature. Meanwhile, inclusion itself means the inclusion or teaching of students with special needs in regular classes. From the meaning of the word, it can be interpreted that inclusive meansinvolving everyone from various groups comprehensively without leaving anyone out.
Observing the current state of inclusive education, it appears that the foundation of social justice in inclusive education has largely failed to translate into effective policy and practice. Although the education system continues to struggle to manage a diverse student population, inclusive education tends to be reduced to a new name for “special education”. Even in cases where inclusive education is seen as an opportunity for change, assumptions about normalityand the normalising role of schools are not questioned or challenged. Has inclusion become a “soft” approach to dealing with a population that is increasingly viewed in medical terms? Is this conception of inclusion another way of reinforcing the dominance of the medical model of disability?
However, although countries in various parts of the world have formulated inclusive education policies, their implementation still varies and faces many real challenges. Research reviewing inclusive education policies in the ASEAN region shows that the biggest obstacles are often found in the limited readiness of teachers, facilities, and social attitudes that do not yet fully accept diversity. Take, for example, several developed countries such as the United States and the United Kingdom. Despite strong legal policies such as the Individuals with Disabilities Education Act (IDEA) and the Equality Act 2010, challenges in practice, such as stigma and the provision of adequate resources, remain obstacles (Lambrev, 2022).
In addition, various studies show that there is a gap between formal policies and their implementation in the field, especially in developing countries. For example, in Indonesia, based on data from the Ministry of Education and Culture in 2022, the implementation of inclusive education is still uneven and faces challenges such as a lack of understanding and skills among teachers and limited supporting facilities (Kemdikbudristek, 2022). This indicates that inclusive education has not been fully implemented optimally, even though it is legally supported.
By: Salsa Maulidina 24010044103
