Conditions of Facilities and Infrastructure for Inclusive School Education Services

Melda Rumia Rosmery Simorangkir

doi:doi:10.11648/j.ijeedu.20211002.12

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Conditions of Facilities and Infrastructure for Inclusive School Education Services

Melda Rumia Rosmery Simorangkir

Published in International Journal of Elementary Education (Volume 10, Issue 2)

Received: 1 May 2021 Accepted: 18 May 2021 Published: 26 May 2021

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Abstract

Educational services for children with special needs are educational services that require special services. This is due to various factors that cause obstacles to students, both cognitive, affective and psychomotor barriers that are caused by developmental disorders in children, either inborn which are permanent or occur during temporary life development. In the Government Regulation of the Republic of Indonesia No. 17/2010 Article 129 paragraph 3 states that students with disabilities include, among others: blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including drug victims. banned, and additives, as well as those with disorders that have not yet come. Not much different from Ministerial Regulation No. 70 of 2009 article 3 paragraph 2 states that blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including victims of illegal drugs, and additives, those who have a disability, as well as a marker. This study aims to see how educational services in Bekasi, Indonesia provide various facilities and infrastructure in order to service the educational needs of children with special needs and disabilities. This research was also carried out to re-examine the educational background of the teaching staff in these inclusive schools and see how the readiness of the teaching staff to face various updates regarding various information with special needs and disabilities. This study uses a qualitative method with a descriptive approach, from the results of this study it was found that not all inclusive schools have the facilities and infrastructure in accordance with government regulations, besides that the background of the teaching staff in inclusive schools from the four schools only found one person with an educational background specifically, this is of course one of the limitations of the prepared schools and educational infrastructure for children with special needs.

Published in	International Journal of Elementary Education (Volume 10, Issue 2)
DOI	10.11648/j.ijeedu.20211002.12
Page(s)	38-41
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Facilities, Infrastructure, Inclusion

References

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[2]	Azizah, N. (2016). Kompetensi guru pendidikan khusus dalam pendidikan transisi. JPK (Jurnal Pendidikan Khusus), 12 (1), 1-13.
[3]	Darma, I. P., & Rusyidi, B. (2015). Pelaksanaan sekolah inklusi di Indonesia. Prosiding Penelitian dan Pengabdian kepada Masyarakat, 2 (2).
[4]	Dermawan, O. (2013). Strategi pembelajaran bagi anak berkebutuhan khusus di slb. Psympathic: Jurnal Ilmiah Psikologi, 6 (2), 886-897.
[5]	Fernandes, R. (2018). Adaptasi Sekolah Terhadap Kebijakan Pendidikan Inklusif. Jurnal Socius: Journal of Sociology Research and Education, 4 (2), 119-125.
[6]	Iswari, M. (2007). Pendidikan Kecakapan Hidup Bagi Anak Berkebutuhan Khusus.
[7]	Pamungkas, B. (2016). Urgensi Pendidikan Karakter untuk Mengoptimalkan Layanan Pendidikan Bagi Siswa Berkebutuhan Khusus di Sekolah Inklusif.
[8]	Rezeki, N. F., & Rusyidi, B. (2016). Pekerja Sosial Dan Pendidikan Inklusi. Prosiding KS, 2 (2).
[9]	Saputra, A. (2016). Kebijakan Pemerintah Terhadap Pendidikan Inklusif. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1 (3), 1-15.
[10]	Sari, W. Q. (2012). Pelaksanaan Inklusi di Sekolah Dasar Negeri 14 Pakan Sinayan Payakumbuh (Deskriptif Kualitatif). Jurnal Penelitian Pendidikan Khusus, 1 (1).
[11]	Tarnoto, N. (2016). Permasalahan-permasalahan yang dihadapi sekolah penyelenggara pendidikan inklusi pada tingkat SD. Humanitas: Jurnal Psikologi Indonesia, 13 (1), 50-61.
[12]	Titone, C. (2005). The philosophy of inclusion: Roadblocks and remedies for the teacher and the teacher educator. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 7-32.
[13]	Undang-Undang Republik Indonesia No. 14 Tahun 2005 Tentang Guru dan Dosen.
[14]	Undang-Undang Republik Indonesia No. 20 tahun tahun 2003 tentang Sistem Pendidikan Nasional.
[15]	Vehmas, S. (2010). Special needs: a philosophical analysis. International journal of inclusive education, 14 (1), 87-96.
[16]	Yatmiko, F., Banowati, E., & Suhandini, P. (2015). Implementasi pendidikan karakter anak berkebutuhan khusus. Journal of primary education, 4 (2), 77-84.

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APA Style

Melda Rumia Rosmery Simorangkir. (2021). Conditions of Facilities and Infrastructure for Inclusive School Education Services. International Journal of Elementary Education, 10(2), 38-41. https://doi.org/10.11648/j.ijeedu.20211002.12

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ACS Style

Melda Rumia Rosmery Simorangkir. Conditions of Facilities and Infrastructure for Inclusive School Education Services. Int. J. Elem. Educ. 2021, 10(2), 38-41. doi: 10.11648/j.ijeedu.20211002.12

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AMA Style

Melda Rumia Rosmery Simorangkir. Conditions of Facilities and Infrastructure for Inclusive School Education Services. Int J Elem Educ. 2021;10(2):38-41. doi: 10.11648/j.ijeedu.20211002.12

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@article{10.11648/j.ijeedu.20211002.12,
  author = {Melda Rumia Rosmery Simorangkir},
  title = {Conditions of Facilities and Infrastructure for Inclusive School Education Services},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {2},
  pages = {38-41},
  doi = {10.11648/j.ijeedu.20211002.12},
  url = {https://doi.org/10.11648/j.ijeedu.20211002.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211002.12},
  abstract = {Educational services for children with special needs are educational services that require special services. This is due to various factors that cause obstacles to students, both cognitive, affective and psychomotor barriers that are caused by developmental disorders in children, either inborn which are permanent or occur during temporary life development. In the Government Regulation of the Republic of Indonesia No. 17/2010 Article 129 paragraph 3 states that students with disabilities include, among others: blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including drug victims. banned, and additives, as well as those with disorders that have not yet come. Not much different from Ministerial Regulation No. 70 of 2009 article 3 paragraph 2 states that blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including victims of illegal drugs, and additives, those who have a disability, as well as a marker. This study aims to see how educational services in Bekasi, Indonesia provide various facilities and infrastructure in order to service the educational needs of children with special needs and disabilities. This research was also carried out to re-examine the educational background of the teaching staff in these inclusive schools and see how the readiness of the teaching staff to face various updates regarding various information with special needs and disabilities. This study uses a qualitative method with a descriptive approach, from the results of this study it was found that not all inclusive schools have the facilities and infrastructure in accordance with government regulations, besides that the background of the teaching staff in inclusive schools from the four schools only found one person with an educational background specifically, this is of course one of the limitations of the prepared schools and educational infrastructure for children with special needs.},
 year = {2021}
}

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TY  - JOUR
T1  - Conditions of Facilities and Infrastructure for Inclusive School Education Services
AU  - Melda Rumia Rosmery Simorangkir
Y1  - 2021/05/26
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211002.12
DO  - 10.11648/j.ijeedu.20211002.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 38
EP  - 41
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211002.12
AB  - Educational services for children with special needs are educational services that require special services. This is due to various factors that cause obstacles to students, both cognitive, affective and psychomotor barriers that are caused by developmental disorders in children, either inborn which are permanent or occur during temporary life development. In the Government Regulation of the Republic of Indonesia No. 17/2010 Article 129 paragraph 3 states that students with disabilities include, among others: blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including drug victims. banned, and additives, as well as those with disorders that have not yet come. Not much different from Ministerial Regulation No. 70 of 2009 article 3 paragraph 2 states that blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including victims of illegal drugs, and additives, those who have a disability, as well as a marker. This study aims to see how educational services in Bekasi, Indonesia provide various facilities and infrastructure in order to service the educational needs of children with special needs and disabilities. This research was also carried out to re-examine the educational background of the teaching staff in these inclusive schools and see how the readiness of the teaching staff to face various updates regarding various information with special needs and disabilities. This study uses a qualitative method with a descriptive approach, from the results of this study it was found that not all inclusive schools have the facilities and infrastructure in accordance with government regulations, besides that the background of the teaching staff in inclusive schools from the four schools only found one person with an educational background specifically, this is of course one of the limitations of the prepared schools and educational infrastructure for children with special needs.
VL  - 10
IS  - 2
ER  -

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Author Information

Melda Rumia Rosmery Simorangkir

Faculty of Teacher Training and Education, Universitas Kristen Indonesia, Jakarta, Indonesia

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APA Style

Melda Rumia Rosmery Simorangkir. (2021). Conditions of Facilities and Infrastructure for Inclusive School Education Services. International Journal of Elementary Education, 10(2), 38-41. https://doi.org/10.11648/j.ijeedu.20211002.12

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ACS Style

Melda Rumia Rosmery Simorangkir. Conditions of Facilities and Infrastructure for Inclusive School Education Services. Int. J. Elem. Educ. 2021, 10(2), 38-41. doi: 10.11648/j.ijeedu.20211002.12

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AMA Style

Melda Rumia Rosmery Simorangkir. Conditions of Facilities and Infrastructure for Inclusive School Education Services. Int J Elem Educ. 2021;10(2):38-41. doi: 10.11648/j.ijeedu.20211002.12

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@article{10.11648/j.ijeedu.20211002.12,
  author = {Melda Rumia Rosmery Simorangkir},
  title = {Conditions of Facilities and Infrastructure for Inclusive School Education Services},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {2},
  pages = {38-41},
  doi = {10.11648/j.ijeedu.20211002.12},
  url = {https://doi.org/10.11648/j.ijeedu.20211002.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211002.12},
  abstract = {Educational services for children with special needs are educational services that require special services. This is due to various factors that cause obstacles to students, both cognitive, affective and psychomotor barriers that are caused by developmental disorders in children, either inborn which are permanent or occur during temporary life development. In the Government Regulation of the Republic of Indonesia No. 17/2010 Article 129 paragraph 3 states that students with disabilities include, among others: blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including drug victims. banned, and additives, as well as those with disorders that have not yet come. Not much different from Ministerial Regulation No. 70 of 2009 article 3 paragraph 2 states that blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including victims of illegal drugs, and additives, those who have a disability, as well as a marker. This study aims to see how educational services in Bekasi, Indonesia provide various facilities and infrastructure in order to service the educational needs of children with special needs and disabilities. This research was also carried out to re-examine the educational background of the teaching staff in these inclusive schools and see how the readiness of the teaching staff to face various updates regarding various information with special needs and disabilities. This study uses a qualitative method with a descriptive approach, from the results of this study it was found that not all inclusive schools have the facilities and infrastructure in accordance with government regulations, besides that the background of the teaching staff in inclusive schools from the four schools only found one person with an educational background specifically, this is of course one of the limitations of the prepared schools and educational infrastructure for children with special needs.},
 year = {2021}
}

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TY  - JOUR
T1  - Conditions of Facilities and Infrastructure for Inclusive School Education Services
AU  - Melda Rumia Rosmery Simorangkir
Y1  - 2021/05/26
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211002.12
DO  - 10.11648/j.ijeedu.20211002.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 38
EP  - 41
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211002.12
AB  - Educational services for children with special needs are educational services that require special services. This is due to various factors that cause obstacles to students, both cognitive, affective and psychomotor barriers that are caused by developmental disorders in children, either inborn which are permanent or occur during temporary life development. In the Government Regulation of the Republic of Indonesia No. 17/2010 Article 129 paragraph 3 states that students with disabilities include, among others: blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including drug victims. banned, and additives, as well as those with disorders that have not yet come. Not much different from Ministerial Regulation No. 70 of 2009 article 3 paragraph 2 states that blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including victims of illegal drugs, and additives, those who have a disability, as well as a marker. This study aims to see how educational services in Bekasi, Indonesia provide various facilities and infrastructure in order to service the educational needs of children with special needs and disabilities. This research was also carried out to re-examine the educational background of the teaching staff in these inclusive schools and see how the readiness of the teaching staff to face various updates regarding various information with special needs and disabilities. This study uses a qualitative method with a descriptive approach, from the results of this study it was found that not all inclusive schools have the facilities and infrastructure in accordance with government regulations, besides that the background of the teaching staff in inclusive schools from the four schools only found one person with an educational background specifically, this is of course one of the limitations of the prepared schools and educational infrastructure for children with special needs.
VL  - 10
IS  - 2
ER  -

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