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All Journal Psikopedagogia Indonesian Journal of Disability Studies
Iswahyudi, Silvana Rahma
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Humanities Education Social Sciences

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The Management Gaps toward Inclusive Education Implementation at Higher Education in Indonesia Riswari, Fina; Puspitasari, Fiolina Hana; Yuniarti, Neny; Iswahyudi, Silvana Rahma; Sunandar, Asep; Ediyanto, Ediyanto; Junaidi, Ahsan Romadlon
Indonesian Journal of Disability Studies Vol. 9 No. 1 (2022)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (140.424 KB) | DOI: 10.21776/ub.ijds.2022.009.01.12

Abstract

The commitment to implementing inclusive education in Indonesia is already at the higher education level. However, in reality, disabled people still have difficulty obtaining opportunities to study in university. Concerning the gap in inclusive education (commitment and implementation), this article aims to examine the inclusive education management performance at universities in Indonesia. This review is critical because only 401 disabled people in Indonesia are registered as students at various universities in Indonesia. The articles in the current study go through three stages of narrative review: determining the scope of the research focus, determining the urgency and novelty of the research, and determining the research formulation and objectives. A study of 14 articles through the Google Scholar database was published in 2000-2021. The study results show that most universities in Indonesia are still not open to inclusive education and the admission of students with disabilities implementation. In addition, universities in Indonesia are not ready to provide management and facilities that support the learning process and the accessibility of the campus environment to suit the needs of students with disabilities. Human resources in higher education such as lecturers and education staff are not ready to provide services and modify learning for disabled students.
Inclusion Policy in East Javanese Cultural Perspective and Its Implication on Guidance and Counseling Sunandar, Asep; Ediyanto, Ediyanto; Riswari, Fina; Puspitasari, Fiolina Hana; Yuniarti, Neny; Iswahyudi, Silvana Rahma
PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling Vol. 10 No. 1: June 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/psikopedagogia.v10i1.20357

Abstract

The urgency of inclusive policies in a very diverse cross-cultural perspective is a form of follow-up to the implementation of inclusive education that provides equal and equal educational services to all children with diverse cultural backgrounds. The purpose of the inclusion policy study in the cultural perspective of East Java is to find out how the implementation of inclusion policies can represent the cultural diversity that exists in East Java. The implementation of inclusion policies is not only for disabilities, but also the implementation of inclusion policies is able to reach into various aspects of life that are developing in the people of East Java. This literature review aims to summarize how the concept of inclusion policy is in the perspective of East Java culture. The selection of articles started from peer-reviewed research journals at Google Scholar and Z-library. From this search, 14,700 articles were found. Then after screening the articles published from 2010 to 2020 and found 1045 articles. There were 10 articles that were studied and analyzed according to the topic discussed. The analysis technique used is content analysis. Based on the results of the analysis, it can be seen that it is necessary to implement inclusive education policies to improve the quality of life for persons with disabilities and individuals. Through formal education in the cultural perspective in East Java, it is expected to be able to overcome the diversity of social and cultural dimensions. The existence of a policy on inclusive education can realize the implementation of public services in the field of education and other fields that respect diversity and is not discriminatory for all individual learners. The implication of the results of this study is guidance and counseling teachers are required to have competence in providing services for children with disabilities.
Co-Authors Asep Sunandar Ediyanto Junaidi, Ahsan Romadlon Puspitasari, Fiolina Hana Riswari, Fina Yuniarti, Neny