Abstract
Inclusive education is a strategic effort to achieve equal access to education for all children, including those with special needs. However, its implementation in Tarakan City still faces various obstacles, particularly in meeting parents' needs for appropriate, child-friendly, and adaptive educational services to the diversity of student abilities. This study aims to analyze the primary needs of parents of students with special needs in the implementation of inclusive education in Tarakan City. The approach used is descriptive qualitative with research locations in several elementary and secondary schools that provide inclusive education in Tarakan City. Research informants included parents of students with special needs, accompanying teachers, and school officials selected by purposive sampling. Data collection techniques were carried out through in-depth interviews, participatory observation, and documentation studies, then analyzed using thematic analysis through the process of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the needs of parents of students with special needs include five main indicators: school safety and comfort, teacher competence in handling students with special needs, curriculum flexibility that allows for learning differentiation, the availability of facilities and infrastructure that support inclusive learning, and social support and policies that favor children with special needs. These five indicators show that the ideal implementation of inclusive education requires not only equal access, but also a quality, adaptive, and equitable education system, with policy support and active collaboration between local governments, schools, teachers, and the community.
References
- Ainscow, M., & Messiou, K. (2018). Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19(1), 1–17.
- Barlow, D. H. (2004). Anxiety and its disorders: The nature and treatment of anxiety and panic. Guilford press.
- Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559.
- Collins, M. (2012). Index for inclusion: Developing learning and participation in schools. Taylor & Francis.
- Corbett, J. (1999). Inclusivity and school culture: The case of special education. In School culture (pp. 122–132). SAGE Publications Ltd.
- Cowley, D. M. (2011). Teacher education for inclusion: Changing paradigms and innovative approaches. Taylor & Francis.
- Crispel, O., & Kasperski, R. (2021). The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education, 25(9), 1079–1090.
- Darlis, A. (2017). Hakikat Pendidikan Islam: Telaah Terhadap Hubungan Pendidikan Informal, Non Formal dan Formal. Jurnal Tarbiyah, 24(1).
- Dickens-Smith, M. (1995). The effect of inclusion training on teacher attitude towards inclusion.
- Government Regulation of the Republic of Indonesia Number 13 of 2020 Concerning Appropriate Accommodation for Students with Disabilities (2020).
- Guo-Brennan, L., & Guo-Brennan, M. (2021). Leading welcoming and inclusive schools for newcomer students: A conceptual framework. Leadership and Policy in Schools, 20(1), 57–75.
- Law Number 20 of 2003 concerning the National Education System. (2003). Law Number 20 of 2003 concerning the National Education System.
- Maxwell, L. E. (2000). A safe and welcoming school: What students, teachers, and parents think. Journal of Architectural and Planning Research, 271–282.
- McNALLY, R. J. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic. American Journal of Psychiatry, 159(8), 1453.
- Minister of National Education Regulation Number 70 of 2009 Concerning Inclusive Education for Students with Disabilities and Potential for Special Intelligence and/or Talents (2009).
- Moriña, A., & Morgado, B. (2018). University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities. Journal of Further and Higher Education, 42(1), 13–23.
- Padak, N., & Rasinski, T. V. (2010). Welcoming schools: Small changes that can make a big difference. Reading Teacher, 64(4).
- Rafferty, Y., & Griffin, K. W. (2005). Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Perspectives of parents and providers. Journal of Early Intervention, 27(3), 173–192.
- Sharma, U., & Nuttal, A. (2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. Asia-Pacific Journal of Teacher Education, 44(2), 142–155.
- UNESCO, I. B. E. (2008). Inclusive education: The way of the future. Conclusions and Recommendations of the 48th Session of the International Conference on Education (ICE),(Págs. 25-28). Geneva.
- Zollers, N. J., Ramanathan, A. K., & Yu, M. (1999). The relationship between school culture and inclusion: How an inclusive culture supports inclusive education. International Journal of Qualitative Studies in Education, 12(2), 157–174.