16 Nov 3 Facts Inequality Education for Disabilities in Indonesia
Indonesia is experiencing inequality education for disabilities. According to World Bank data, about one in every 10 impoverished individuals on the planet is handicapped. The separation and alienation of individuals with disabilities as a result of stigma and stereotypes regarding disability is a direct and indirect cause of poverty for the disabled. One of the places where persons with disabilities face stigma and intolerance is in the educational setting.
According to a United Nations or known as UN report, 90 percent of all impaired children in underdeveloped nations do not attend classes, and the literacy level of disabled adults is below 1 percent. Since Indonesia accepted the Salamanca Declaration on equal access to education for people with disabilities, some learning environments have opened in the country. The government began asserting that Children With Special Needs (CWSN) had the same right to an education as other children, without discrimination, by enrolling CWSN in special schools that are separate from regular schools.
Poverty has long been a significant issue. The Sustainable Development Goals’ principal aim remained focused on poverty alleviation (SDGs). “We acknowledge that eliminating poverty in all its forms and dimensions, including absolute poverty, is the greatest worldwide problem and a vital necessity for environmental sustainability,” the SDGs proclamation read at one point.
Developments in the vocabulary used to define disability, indicating that Indonesians’ perceptions and definitions of disability are always evolving. First, the concept of disability was limited to physical inadequacies, then expanded to include non-physical deficiencies, and finally, the description of students with special needs, which encompasses not only the drawbacks but also the benefits of above-average normal children.
The way individuals with disabilities are treated in Indonesia’s schooling institutions is also evolving. Persons with disabilities now have the chance to attend education at special schools/Sekolah Luar Biasa (SLB), which are distinct from regular schools. There are various disadvantages to implementing SLB in Indonesia.
Options for learning The establishment of special schools in Indonesia demonstrates prejudice against disabled children. The availability of admission exams in Indonesian elementary schools provided chances for pupils with special needs who had previously been marginalized. Only pupils who are able to pass the exam will be admitted to the primary schools that use selection. However, it would be extremely difficult to classify pupils with special needs who have restricted ability.
One of the disadvantages of establishing learning environments in Indonesia is the shortage of resources, equipment, and resources controlled by the schools. With Indonesia’s economic growth and the Indonesian government’s focus on managing the educational system, the comprehensive school is believed to be an ideal school that can give equal access to education services for people with disabilities and non-disabled people.