Meteri ini disampaikan oleh Suhendri, Widyaiswara PPPPTK TK dan PLB, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB

1. Implementation of inclusive education
in kindergartens in Indonesia:
Benefits and Challenges
Suhendri
PPPPTK TK & PLB, Bandung
Graduate School for International Development and Cooperation,
Hiroshima University, Japan.
International Webinar, July 2, 2020

2. Presenter
Suhendri, SS, M.Ed
Widyaiswara (Teacher Trainer) PPPPTK TK & PLB, Ministry of Education, Indonesia.
Educational Background
- Master of Gifted Education, Flinders University, Australia
- Doctoral Student at Hiroshima University, Japan
Related Professional Developments:
- Achieving Education for All Through Indonesian – Australian Collaborations, Sydney University,
Australia (2017).
- The Early Childhood Education and Special Needs, First Learning and Training Centre, Singapore
(2016).
- Understanding Gifted and Talented Children, Australia Gifted Support Centre, Australia (2013).
- Play Therapy, Play Therapy International, Sydney, Australia (2009).

4. The South African Educational System (Abosi & Koay, 2008) :
“Learning environment that promotes the full personal, academic and professional
development of all learners irrespective of race, class, gender, disability, religion, culture
preference, learning style and language.”
Dr. Jayne Pletser, International Baccalaureate (2019):
“Inclusion is an ‘ongoing’ process that aims to
increase access and engagement in learning for all
students by identifying and removing barriers .”

5. Why Inclusive Education?
• World conference on
education in 1991 in
Bangkok. 'education for
all’.
• SDG no 4 “Quality
Education”
• Indonesia 1945
Constitution(amendment)
article 31: Paragraph (1):
"every citizen has the
right to education“
• Regulation of the Minister
of National Education of
the Republic of Indonesia,

6. 70% of special needs children in Indonesia have no access to
education (Kemdikbud, 2017)

7. Increasing numbers of kindergarten students in Indonesia,
e.g. 4,495,432 students in 2015/2016
(Central Bureau of Statistics, Indonesia, 2019).
The purpose of education in kindergarten, which is to help
students develop various potentials both psychologically and
physically (2004 Competency-Based Curriculum cited in
Maryatun, 2008)
“See the child as a child first, each child is unique, and every
child can learn. Look beyond a child’s disability or label, and
get to know her as a person.” (Brillante, 2017)
The reason is that children with special needs can be
detected at an early age (Hartati, 2017; Underwood, Valeo, &
Wood; 2012

8. Benefits
• Children with special needs
• Regular children
• Teachers
• Schools
• Family and Community

9. Children's human rights are fulfilled (Rudiyati,
2011; Darragh, 2007; Souto-Manning, et al,2019)
Show achievement and feel acknowledged for
their existence (Rudiyati, 2011; Underwood,
Valeo, & Wood; 2012; Vettiveloo; 2008)
“…children with special needs, learn best in a
developmentally appropriate program…”
(Brillante, 2017) supported by (Darragh, 2007;
Buysse & Hollingsworth; 2009)
internationalteacherstraining.com
Children with special needs

10. https://web.facebook.com/pcwsn/?_rdc=1&_rdr
Regular children are developing character education: growing empathy,
respecting individual differences, fostering mutual respect and helping each
other (Haryono, 2015; Vettiveloo, 2008; Niland, 2017 cited in Suhendri, 2017)
Peers who do not have disabilities can model positive prosocial
and communication skills and demonstrate everyday routines
that young children with disabilities can imitate (Niland, 2017
cited in Suhendri, 2017; Vettiveloo, 2008)
Regular Children
Classmates can also help children with special needs develop
social relationships and increase their motivation to be part of
classroom activities (Vettiveloo, 2008; Niland, 2017 cited in
Suhendri, 2017)

11. For Teachers:
 Teachers are motivated to learn about inclusive
education. A good teacher naturally wants all students
to learn and achieve optimal performance. (Rudiyati,
2011)
 The teacher appreciates the diversity of students.
Teachers provide opportunities for young children to
explore in various ways, provide support and
appreciate the work of children by not comparing it
with others. (Kemdikbud, n.d.)
 The opportunity for teachers to learn in facilitating
children with various uniqueness (Souto-Manning, et
al, 2019 )
clipart-library.com

12. • For Schools:
 Provide comprehensive services
(Abosi & Koay, 2008).
 Sapon-Shevin in O'Neil stated that
inclusive education is a system of
educational services that requires
that all children with disabilities be
served in the nearest schools, in
regular classes with friends their age.
(Rudiyati, 2011)
 Participate in and build awareness of
diversity, eradicate discrimination
and exclusion pressure (Firdaus,
2010; Souto-Manning, et al,2019).

13. For family and community:
 Participate in and build
inclusive communities.
(Underwood, Valeo, &
Wood; 2012; Vettiveloo,
2008)
 Empowering people in
collaboration and
partnerships to provide
rights equitable and
quality education.
(Firdaus, 2010; Souto-
Manning, et al,2019)

14. • Children with/without
special needs
• Teachers
• Schools
• Family and Community

15. From children with/without
special needs:
At the kindergarten level,
child’s ‘inner guide’ is different
from teachers’ teaching plan
(Vettiveloo, 2008).
Special needs children need special treatment (Souto-
Manning, et al, 2019; Abosi & Koay, 2008).
Children with severity disability can be an issue for the
class (Abosi & Koay, 2008)

16. From teachers:
• A correct understanding and
attitude towards inclusive
schools in kindergartens.
(Souto-Manning, et al,2019;
Hartati, 2017; Abosi & Koay,
2008)
• The persistence of perceptions
about children with special
needs with negative stigma, e.g.
"disabled children", raises the
tendency for marginalization of
children with special needs,
including racism (Takdir, 2013;
Souto-Manning, et al, 2019;
Abosi & Koay, 2008 )
• Provide the ‘right’ learning for
all students (Souto-Manning, et
al, 2019; Hartati, 2017;
Vettiveloo, 2008)

17. • From schools:
 Prepare professional teachers in dealing with children with special needs (Buysse
& Hollingsworth; 2009; Souto-Manning, et al,2019; Hartati, 2017; Vettiveloo;
2008; Abosi & Koay, 2008)
 Establishing continuous and effective collaboration with other professions related
to services for children with special needs, such as psychologists, therapists,
government and non-government health services (Underwood, Valeo, & Wood;
2012; Abosi & Koay, 2008)
 Support system for inclusive education implementation, including policies and
infra-structures. (Garnida, 2015; Souto-Manning, et al,2019; Abosi & Koay, 2008)

18. From family and community:
• Building the awareness of an inclusive society.(Smith, 2006; Vettiveloo, 2008;
Abosi & Koay, 2008)
• Negative attitude and isolation of special needs children and their family
(Underwood, Valeo, & Wood; 2012; Abosi & Koay, 2008; Villa et al; 2003)
• Low-income families (Quinlan, 2016; Abosi & Koay, 2008)
helpguide.org

20. • Through comprehensive literature review, this article has revealed
that numerous studies have claimed that implementing inclusive
education in kindergarten gives significant benefits for all school
members and community.
• As an ongoing process, there will inevitably be challenges in
implementing inclusive education. Our task as scholars is how we
can play an active role in efforts to minimize these challenges so as
to create high-quality inclusive education in kindergarten.

21. https://towardsdatascience.com/

22. • Further research.
• Professional Development for Teachers.
• Keep building the positive awareness about inclusive
education, both in schools and society.
• Government’s roles: Policy, more budget for inclusive
schools, including kindergartens, infrastructure, etc.

23. References
• Abosi, O., & Koay, T. L. (2008). Attaining Development Goals of Children with Disabilities: Implications for Inclusive Education. International
Journal of Special Education, 23(3), 1-10.
• Brillante, P. (2017). The Essentials: Supporting Young Children with Disabilities in the Classroom. National Association for the Education of Young
Children.
• Buysse, V., & Hollingsworth, H. L. (2009). Program quality and early childhood inclusion: Recommendations for professional development. Topics
in early childhood special education, 29(2), 119-128.
• Central Bureau of Statistics (2019). Jumlah Sekolah, Guru, dan Murid Taman Kanak-Kanak (TK) di Bawah Kementrian Pendidikan dan Kebudayaan
[Number of Kindergarten Schools, Teachers and Students Under the Ministry of Education and Culture]. Retrieved May 10, 2019, from
https://www.bps.go.id
• Darragh, J. (2007). Universal design for early childhood education: Ensuring access and equity for all. Early Childhood Education Journal, 35(2),
167-171.
• Firdaus, E. (2010). Pendidikan Inklusif dan Implementasinya di Indonesia [Inclusive Education and Its Implementation in Indonesia]. In Seminar
Nasional Pendidikan.
• Garnida, D. (2015). Pengantar Pendidikan Inklusif [Introduction to Inclusive Education]. Refika Aditama: Bandung.
• Hartati, S. (2017). Pelayanan Anak Berkebutuhan Khusus Di Taman Kanak-kanak Inklusi Tiji Salsabila Kota Padang [Services for Children with
Special Needs in Tiji Salsabila Inclusive Kindergarten, Padang City. Pedagogi, 3(3b).
• Haryono, H., Syaifudin, A., & Widiastuti, S. (2015). Evaluasi pendidikan inklusif bagi anak berkebutuhan khusus (ABK) di Provinsi Jawa Tengah
[Evaluation of inclusive education for children with special needs (ABK) in Central Java Province. Jurnal Penelitian Pendidikan, 32(2).
• Kemdikbud, K. P. (n.d.). Direktorat Pembinaan Pendidikan Anak Usia Dini [Directorate of Early Childhood Education]. (021).
• Kemdikbud. (2017, December). Sekolah Inklusi dan Pembangunan SLB Dukung Pendidikan Inklusi [Inclusive Schools and Special School
Development Support Inclusive Education]. Kemdikbud. https://www.kemdikbud.go.id/main/blog/2017/02/sekolah-inklusi-dan-pembangunan-
slb-dukung-pendidikan-inklusi

24. • Maryatun, I. B. (2008). Pemanfaatan kegiatan outbound untuk melatih kerjasama (sebagai moral behavior) anak taman kanak-kanak [Utilization of outbound
activities to train cooperation (as moral behavior) in kindergarten children]. Google Scholar.
• Permendiknas [Regulation of the Minister of National Education of the Republic of Indonesia] No. 70. (2009). Pendidikan Inklusi (Inclusive Education).
• Pletser, J. (2019, September). Inclusion in an IB education. A paper presented at the 57th conference of the Japanese Association of Special Education held in
Hiroshima University, Japan.
• Quinlan, C. (2016). The Challenges of Identifying Disabilities Before Children Start School. Retrieved September 25, 2019 from https://thinkprogress.org/the-
challenges-of-identifying-disabilities-before-children-start-school-a031cdcf7c27/
• Rudiyati, S. (2011). Potret Sekolah Inklusif di Indonesia [Portrait of Inclusive Schools in Indonesia] Makalah. Pertemuan Nasional Asosiasi Kesehatan Jiwa dan
Remaja (AKESWARI): Yogyakarta.
• Souto-Manning, M., Rabadi-Raol, A., Robinson, D., & Perez, A. (2018). What Stories Do My Classroom and Its Materials Tell? Preparing Early Childhood Teachers
to Engage in Equitable and Inclusive Teaching. Young Exceptional Children, 1096250618811619.
• Suhendri. (2018). Pengenalan Pendidikan Inklusi untuk Taman Kanak-kanak [Introduction to Inclusive Education in Kindergarten]. Majalah Inklusi: Ministry of
Indonesian Education. ISSN: 1978-5151.
• Takdir, M. (20130. Pendidikan Inklusif: Konsep & Aplikasi [Inclusive Education: Concepts & Applications]. Jogjakarta: AR-RUZZ MEDIA
• Underwood, K., Valeo, A., & Wood, R. (2012). Understanding Inclusive Early Childhood Education: A Capability Approach. Contemporary Issues in Early
Childhood, 13(4), 290–299.
• Vettiveloo, R. (2008). A critical enquiry into the implementation of the Montessori teaching method as a first step towards inclusive practice in early childhood
settings specifically in developing countries. Contemporary Issues in Early Childhood, 9(2), 178-181.
• Villa, R. A., Van Tac, L., Muc, P. M., Ryan, S., Thuy, N. T. M., Weill, C., & Thousand, J. S. (2003). Inclusion in Viet Nam: More than a decade of
implementation. Research and Practice for Persons with Severe Disabilities, 28(1), 23-32.

25. •Terima kasih
•Thank you
•ありがとう (Arigatō)
•Haturnuhun
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