Essay
Version 1
Preserved in Portico This version is not peer-reviewed
Filosofi Pendidikan Inklusi dalam Praktik Pendidikan Abad Ke-21 di Indonesia
Version 1
: Received: 21 June 2024 / Approved: 22 June 2024 / Online: 24 June 2024 (11:28:44 CEST)
How to cite: Septyah, R. Filosofi Pendidikan Inklusi dalam Praktik Pendidikan Abad Ke-21 di Indonesia. Preprints 2024, 2024061663. https://doi.org/10.20944/preprints202406.1663.v1 Septyah, R. Filosofi Pendidikan Inklusi dalam Praktik Pendidikan Abad Ke-21 di Indonesia. Preprints 2024, 2024061663. https://doi.org/10.20944/preprints202406.1663.v1
Abstract
Inclusive education in Indonesia has evolved in recent years, in line with the government's commitment to provide equal education for all children, including those with special needs. This article reviews the philosophy of inclusive education and its implementation in Indonesian education. Through literature and policy analysis, it is found that although there is increasing awareness and support for inclusive education, there are still barriers that need to be overcome. These include the lack of accessibility and adequate facilities, limited teaching staff for children with special needs, and social stigma towards children with special needs. This review also identifies the characteristics of inclusive education and its implementation. In conclusion, inclusive education in Indonesia requires a holistic and collaborative approach between the government, communities, and educational institutions to create a truly inclusive and equal learning environment for all learners
Keywords
Inclusive Education; Children with Special Needs
Subject
Social Sciences, Education
Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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