Readiness of General Elementary Schools to Become Inclusive Elementary Schools: A Preliminary Study in Indonesia

Rasmitadila, Rasmitadila and Tambunan, Anna Riana Suryanti Readiness of General Elementary Schools to Become Inclusive Elementary Schools: A Preliminary Study in Indonesia. INTERNATIONAL JOURNAL OF SPECIAL EDUCATION.

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Abstract

A preliminary study was conducted to find out the readiness of general elementary schools (GES) to become inclusive elementary schools (IES) based on the criteria for the implementation of the government-specified inclusive schools. Data were collected through face-to-face interviews in 50 general elementary schools involving principals, teachers, parents and school committees. The results show that 60% of principals are ready to implement inclusive education programs because of government appointments, 92% of schools do not have inclusive school supporting facilities, 94% of schools have no special educators, 88% of schools have special needs students, 72% of schools have never received socialization inclusive education, 80% of schools do not yet have cooperation with institutions relevant to inclusive education, 82% of schools are not aware of the inclusive school administration procedures. The conclusion of this research is that GES is not yet ready to become an IES. The government has not maximized the implementation of inclusive schools and needs effective programs, such as, pioneering prospective schools through continuous assistance of inclusive elementary school candidates

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