District Readiness for Inclusive Education at Wonogiri, Central Java, Indonesia
Keywords:inclusive education, attitudes, facilities
Inclusive education has been the most populair trend in special education for the last two decades. This previously UNESCO supported movement started to be adopted by the Indonesian government in early 2000s. Since then, the number of inlcusive schools has grown very fast. One of the ongoing problems is that this fast quntitative growth is not followed by qualitative growth.
The aim of this research was to investigate the readiness of Wonogiri District to implement inclusive education. Supporting data of readiness consist of prevalence of special needs children, supporting facilities, educators' experience, and attitudes toward inclusion. Data were collected from teachers and parents using a likert type scale and a questionnaire.
The results indicated that the prevalence of special needs children is 16% of the schoolage population, mostly learning disabled children. the majority of them were already in regular schools. General educatio facilities were adequate in most schools, but there were limited special facilities for special neeeds students. Teachers had limites esperience related to inclusive education. Similarly, access to special facilities were limited due to the limited number of special schools in the region. The supporting condition was that parents and educations showed positive attitudes toward inclusion.
Workshops about inclusion education for regular teachers and establishment of new special schools were recommwnded,
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