EVALUAT EVA LUATION ION ON THE IMPLEMENTA IMPLEMENTATION TION OF INCLUSIVE IN CLUSIVE EDUCATION IN SURABAYA
Abstract Todays, To days, many schools declared as an inclusive school. In the implementation, many things must be fulfilled in order to serve them optimally in accordance with National Education Regulation No.70 of of 00!. In East "ava, especially #urabaya $ity, has has been % years of being an inclusive school, it has never been evaluated on the implementation of inclusive education. &ased on those reasons, this study aimed to evaluate the implementation of inclusive education in #urabaya. This research used descriptive e valuative research where the researcher intends to collect data, and descr ibe the policy implementation. #ources of data in this study were learners with special needs, regular learners, principals, princ ipals, classroom teachers, sub'ect teachers, special education teacher, parents parents of regular learners and special needs learners and local residents. The The techni(ue of collecting data used interviews, observation and documentation. )ata analysis techni(ues used flow analysis techni(ues of *iles +uberman which the steps are data reduction, data display and verification. The results of this study indicate that from the aspects of learners, curriculum, learning process, educators and education personnel, learning tools, relation between school and society, #)N etintang II #urabaya mostly mostly has been implemented the inclusive education in accordance with the policy. Even though for facilities and infrastructure and learning tool, #)N etintang II has not been implemented it properly. -or facilities and infrastructuress aspect, the building, wall and the road is still not accessible for learners infrastructure learner s with special needs, especially for learners with physically impairment and visually impairment. -or learning tools aspect, the school 'ust have learning tools for certain types of disability. Keywords: The Implementation of Inclusive Education, Policy, Inclusive School 1.
INTRODUCTION
The issue of discrimination in education for learner with special needs has been rolling in Indonesia for long time. Before, education that are aailable for them are limited in segregation educational setting !e"clusie#. There are $ serice segregation educational settings, which are, !%# special schools that onl& sere learners with the same t&pe of disabilities, !such as' ()B * +, ()B * B, ()B * C etc.#, !# special schools accommodate different t&pes of disabilities, !such as' (D)B, (-)B and (-+)B#, and !$# regular schools that accept learners with special needs or commonl& called as an integrated school. /rom those $ of education serices, segregated education serices is more inclusie than others. Because another education serices do not gie chance for learner with special needs to go school in regular school. 0oweer, in an integrated school learner with special needs must adapt to the school curriculum, teachers, learning infrastructure, and learning actiities. (o the one who must adapt the s&stem is the learner with special needs not the school. Based on world issues on education for all, then Indonesia began to be introduced to inclusie education, education s&stem which more friendl& and do not discriminate against learner with special needs. Inclusie education is an education s&stem that proides opportunities for all learners including learners with disabilities and learners who hae intelligence potential and * or special talents to participate in education together with general learners !1emendi2bud, 3%%' %#. The concept of inclusie education appears intended to proide solutions to their discriminator& treatment in educational serices, especiall& for learner with special needs. Inclusie education has a basic principle that as long as possible, all learner hae a right to learn. 4445%
Based on the mandate of the world and national on inclusie education, especiall& ermendi2nas No. 63 of 337 that specificall& regulates about inclusie education, toda& man& regular schools declared into an inclusie school. In the implementation, inclusie education is not completed when the regular school accepts learner with special needs to learn together with regular 2ids. -an& things must be fulfilled in order to sere them optimall& in accordance with National 8ducation Regulation No.63 of 337. There are aspects that must be consider in organi9ing inclusie schools, which are' !%# learners, !# curriculum, !$# the learning process, !:# educators and education personnel, !;# facilities and infrastructure, !<# learning tools, and !6# relation between school and societ&. (o, when the school has declared as an inclusie school, it needs to be ealuated whether the implementation is accordance with the guidelines on Organi9ing inclusie education ermendi2nas 63 of 337 or not. In 8ast =aa, especiall& (uraba&a Cit& data se2olah in2lusif di (uraba&a +UD5(-+ permasalahan5permasalahan &ang muncul biasan&a in general compare with theor& and another region if it is needed Based on those reasons, this stud& aimed to ealuate the implementation of inclusie education in (uraba&a. urpose of the stud&> 2.
PROCEDURES
This research used descriptie ealuatie stud& which the researcher intends to collect data, and describe the polic& implementation. (ources of data in this stud& were learners with special needs, regular learners, principal, classroom teachers, sub?ect teachers, special education teacher, arents !Regular and special needs learner# and local residents. +ll of those are persons who 2now well about the implementation of inclusie education in (DN 1etintang II (uraba&a. Data collection techni@ues used interiew, obseration and documentation. Obseration techni@ue is mostl& used to obtain the information about the learning process, facilities and infrastructure. Interiew techni@ue is used to obtain data in all aspects and it mostl& used to obtain data about curriculum and relation between school and societ&. Documentation techni@ue is used to obtain data about learners, curriculum, educator and education personnel, learning tools and relation between school and societ&. Data anal&sis techni@ues used flow anal&sis techni@ues -iles 0uberman which coers the data reduction, data displa& and erification. +t data reduction stage, data tha t has been obtained then reduced, and sorted, summari9ed and coded. Coding aim to facilitate discussion. In this stud& the data selected and categori9ed into !%# learners, !# curriculum, !$# the learning process, !:# educators and education personnel, !;# facilities and infrastructure, !<# learning tools, and !6# relation between school and societ&. +fter reduced, the data are presented !displa&# in order to ma2e it easier in understanding the process and then do further anal&sis. The data presented in the form of narratie te"t. +fter data was displa&ed, then the ne"t stage was erification. +fter data presented, then conducted data triangulation. +fter the completion of triangulation, the deduction !erification# can be done descriptiel& appropriate with the research focus. In this stud& the focus is the aspects of inclusie education implementation which are !%# learners, !# curriculum, !$# the learning process, !:# educators and education personnel, !;# facilities and infrastructure, !<# learning tools, and !6# relation between school and societ&. Then final stage is comparing between the data and the guidelines of inclusie education implementation. Then it will conclude whether the school does implement it based on the guidelines or not based on 6 aspects.
R8/8R8NC8(
+limin, A. !33;#. -emahami endidi2an In2lusif dan +na2 Ber2ebutuhan 1husus.
-a2alah tida2 diterbit2an. Bandung' =urusan )B /I UI. Conention on the Rights of the Child. United Nations eneral +ssembl& resolution ::*;, 3 Noember %77 -itchell, D. 33<. (pecial 8ducation Needs and Inclusie 8ducation' -a?or Themes in 8ducation, New or2 ' ublisherEs Note. /inal Report of the 6th +sia5acific International (eminar on 8ducation for Indiiduals with (pecial Needs' /dvancement of Education to *eet the #pecial Needs of Individuals toward Realiation of 1rinciple of E(uity and #ocial $ohesion. 234 )ecember 007, 5o6ohama, "apan. http88www.nise.go.'p86enshu6a8'osa86an6obutsu8pub9d8d344.pdf (mith, =.D. %77. Inclusion' (chool for +ll )earners. New or2' Fadswarth ublishing Compan&. (omad, . and A. +limin. 33:. Reorientasi emahaman 1onsep (pecial 8ducation dan Impli2asin&a 2e 1onsep (pecial Needs 8ducation terhadap )a&anan endidi2an. "urnal "assi9ana66u $, no. %' %;5%. Bandung' =urusan )B /I UI (tubs, (. !33#. Inclusie 8ducation Fhere There +re /ew Resources. Oslo' The +tlas +lliance. (u?arwanto. 33:. Inclusie 8ducation in Indonesia' )essons from =apanese (pecial 8ducation -odels. Tsu2uba' CRIC8D Uniersit& of Tsu2uba (unanto, =uang. 337. Implementasi endidi2an In2lusif di (e2olah Dasa r. Bandung' usat 1a?ian dan Inoasi endidi2an G (e2olah asca (ar?ana UI. (unardi !337#. Tarsidi, Didi. 33:. Implementation of Inclusie 8ducation in Indonesia, Bandung' Uniersitas endidi2an
