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The Impact of Inclusive Environment on the Education of
101 meaning is how to love oneself as well as to love others and the environment (Bandem, 2012).
Data from the Central Statistics Agency in 2017, the number of children with special needs in Indonesia reached 1.6 million, and only 18 percent of children received inclusive education services. While the 2018 Education Statistics data, the percentage of population with disabilities (aged 5 years and over) who are still in school is only 5.48%. People with disabilities who do not attend school are 70.62%
(https://www.ilo.org; Jayani, 2019; https:
// www. Kemdikbud.go.id).
If we look at the number of special needs children, it turns out that it is relatively in a big number. While special needs schools are limited only in country town. Education for special needs children in special needs schools is apparently less effective. The results of research by The National Academy of Sciences, USA (1980), found that the classification and placement of children with disabilities in schools, classes or special places are ineffective and discriminatory (in the Directorate of Special Needs Education Development and Special Services for Primary Education, 2015: 18).
In reality, the main obstacle of special needs children to develop is not due to disability. As long as there are tools and special handling, they will be able to overcome these obstacles. The difficulty is to deal with their social barriers, and a negative social view towards them. These social barriers need a solution. They should learn with normal children in an inclusive education scope. Inclusion is an ideological system which collectively comes from the school community that realizes the responsibility in educating all students. Therefore, special needs children could develop their potential optimally. Permendiknas No. 70 2009
states that inclusive education is a system that provides opportunities for all students with disabilities and students with intelligence or special talents to attend school in the same educational environment with students in general.
Special needs children who participated in inclusive education turned out to have greater success, as the results of a study by Meyer (2001) stated that students who have disabilities have greater success when they get education in the environment that receives them, especially those related to their social relationships and friendships with their communities (in the Directorate of Special Education Development and Primary Education Special Services, 2015: 19).
In reality, the special needs children are unique, if they learn together with normal children in the same class, sometime it can be a problem. Normal children can be hampered by children with disabilities. In other words, the special needs children are not accepted by their peers. This phenomenon can create an uncomfortable and unfriendly inclusive learning environment for them.
Moreover, the normal-age children who don't want to accept them, the limited teacher self-efficacy, and the less supportive parental attitude to all of their strengths and weaknesses contribute to the problem faced by the special needs children.
To study the problem above, a case study was held at Saraswati Tabanan Elementary School, using critical education theory. One of the solutions is through inclusive education. The main duty of inclusive education is to accompany students to become subjects of education. The process of education is based on interactions between the special needs students and normal students.
Comfortable academic and social interaction among students need inclusive
102 environment. An inclusive environment is an open school for everyone, friendly and fun environment, and having ability to removes barriers for everyone (https://bacapikiran. com). Bourdieu (1930) in social practice theory, the realm of inclusive environment cannot be separated from the role of dominant agents, school communities, habitus and capital. The capitals include cultural capital, social, economic, and symbolic capital (in Harker, 2009: 9).
Method
A qualitative research method using Cultural Studies is applied in this study.
The data were collected by deep interviews, questionnaires, and documents study. Determination of the informant is done by purposive technique with the principle of snowballs. The key informant is the principal. Then it is developed to the other informants such as teachers, students, and parents. Data collection is stopped after reaching the level of information saturation (Bungin, 2009). Data validity test is cross-checked by triangulation techniques. The main instrument of this research is the use of interview guidelines, recording devices and cameras. Data were analyzed using descriptive qualitative techniques.
Results and Discussion Saraswati Tabanan Elementary School, Bali, is a regular private school under the management of Perguruan Rakyat Saraswati Foundation. SD Saraswati Tabanan is accredited A (very good) based on the Decree of the National School/Madrasah Accreditation
Agency Number
252/BAP-SM/LL/IX/2014 on September 27, 2014.
Since 2011 (nine years ago), this school is holding inclusive education correspond to the decree of Education Departement of Tabanan regency.
In general, the special needs children studying at this school have emotional disorders, mental retardation and developmental delays. They have their own uniqueness. The number of special needs children who learning in inclusive education in 2019/2020 is 10 students (0.99%) than 1,011 normal students. The average ratio per class of special needs children study together with normal children is 1:30. Based on research, all school communities could accept the special needs children. It was signified by normal students of the same age received the special needs children both in classroom learning activities and in extra-curricular activities, such as cooperative learning, choose friends to sit on one bench, playing, go to the canteen and go to toilet with friends. The inclusive environment is shown in the following photos.
Figure 2
Classroom and Extracurricular Activities of Children with Special Needs (red circle) and
Normal Children
Figure 2 above shows that they are taught together both in academic and non-academic activities. The acceptance of normal peers makes them willing to learn, move and socialize. This joint activity can build social cohesion between the special needs children and normal children of their own age. Kerta Adhi's research (2018) revealed that the acceptance of normal children towards students with special needs established conducive social cohesion in learning process (in Jurnal Ilmiah Peuradeun.Vol.
6, No. 3. September 2018 ).
The students are not the only ones who influence the inclusive environment,
103 but the role of agents or other school members contributes to the inclusive environment, such as government, foundations, school committees, principals, employees, parents and other stakeholders. The dominant structure or government, in this case Education Department of Tabanan regency has given legality to Saraswati Tabanan Elementary School in carrying out inclusive education, with a decree No.181/530/ Disdikmudora dated July 12, 2011. In its application, the government provides guidance and assistance in improving inclusion services, such as improving the quality of human resources, especially teachers in the process of education, learning and assessment of inclusive education, mentoring from teachers of Special Needs Schools and Psychologists.
Saraswati Tabanan Foundation also gives its supports to Saraswati elementary school to become an inclusive school.
The foundation does not only facilitate normal students but also special needs children, such as access roads, friendly classrooms for children, a library with a collection of books that fit the needs of children, and space to play and develop themselves. And the most important one is the application of child-friendly communication.
The principal of Saraswati Elementary School has a commitment to create and maintain a friendly and pleasant learning atmosphere for all children. There is good management to support the running of an inclusive school. It starts with planning, organizing, coordinating and supervising.
The school principal facilitates learning tools that are fit for all children, such as curriculum, learning resources, learning tools, teachers, and assessment of learning outcomes.
The class teachers take an important role in creating and maintaining an
inclusive environment. The teacher deals directly with children, both special needs children and normal children, so that the teacher knows exactly what the needs and uniqueness of each child is. Most teachers (83%) have good self-efficacy in maintaining an inclusive environment.
Teachers pay special attention to special needs children when they show their uniqueness, so there is an emotional and social relationship between teacher and students. The teacher facilitates their uniqueness in learning process.
Lestari (2012), states special needs children has unique characteristics mentally, physically and emotionally.
Therefore it requires patience and the ability to understand them. An example situation faced by the teacher: when she taught counting with an abacus, the special needs student is unable to work on the problems according to his expectations. Then that student went berserk. Even though the class teacher Ni Luh PLL, S.Pd. has given the material and target according to his characteristics, but this student insisted on reaching the target like a normal student, but in fact he could not, then he became emotional, hysterical, crying and any items nearby were thrown away or messed up. After this student was calm and regained consciousness. He states that he could not hold his emotions, he cried unconsciously. The way the teacher handles emotional children is shown in the following picture.
Figure 2
Teacher is Handling a Special Needs Student The role of parents is crucial in inclusive environment. Parents and their families pay special attention to children
104 with special needs, ranging from physical needs to the child's mental and social development. Fulfilling the needs of food, cleanliness, social relationship, rest, until doctor or psychologist consultation should be carried out by parents. If parents do not understand the uniqueness of their children, this situation tends to become an obstacle for their growth and development. According to Nafi (2012), the love of parents, family and the immediate environment is very helpful for the growth and development of special needs children, because they are the ones who know and understand various aspects of them more than others.
It will impact on the optimal development of children's potential and children experience the process of becoming independent. Parents state that it is not enough if they are only educated in an inclusive environment at home, it is necessary for children to socialize in a wider context and real social life. Hence, Saraswati Tabanan Elementary School is a choice for parents to send their children to school.
Community Service Activities carried out by IKIP Saraswati also takes part for an inclusive learning at Saraswati Elementary School. It was a workshop on Increasing Teachers Competence on Inclusive Education, with guest speakers Drs. I Wayan Gede Jagra, M.Pd., Head of the Curriculum and Assessment Section in the Field of Special Education Development in Bali Province, and Mrs.
Dra. Made Murdani, M.Pd. Principal of Special Needs School 1 Badung. The results of the activity could increase the knowledge and skills of teachers in inclusive education. Through this activity, the teachers are able to modify the learning system, syllabus, and inclusive assessment system. Then the second training which is especially dedicated for parents by Dra. Retno IGK Kesuma. M.Kes. The result shows that
parents have a better understanding of the uniqueness of children with special needs. They become confident and empathetic to their children.
The special needs children who live in marginalized groups are apparently given the same space as other children in inclusive education. Inclusive education as viewed from critical education theorists, its essence is to deliver students to become subject based on their potential, which is in accordance with the relations of subject between the special needs children and the normal children at their age (Freire, 2007). They establish a harmonious relationship between special needs children and normal children.
There are mutual acceptance and respect for each other, no one get bullying or being hurt. This is an implementation of Tri Hita Karana (specifically Pawongan) and Tat Twam Asi philosophy. Inclusive education is re-humanizing human beings who are dehumanized due to unjust systems and structures. They are united in differences and the real life of heterogeneous school communities. They learn and socialize so that they can receive and respect one another.
The practice of inclusive environment based on Bourdieu's (1930) social practice theory, turns out that agents or school members are respecting each other and embracing each difference as habitus.
The school environment is an open, friendly and fun space for all children.
Agencies (external, internal, and capital accumulation) can form an inclusive environment. External parties, such as the government allows schools to implement inclusive education. The internal agents or school community, starting from foundations, school principal, school committees, teachers, parents, employees and students are very open and act for the convenience of the school environment.
Habitus in an inclusive environment is influenced by capital games, such as
105 culture capital, social capital, economic capital, and symbolic capital.
School community applies cultural habit by saying greetings, such as Om Swastiyastu, good morning, good afternoon, and accepting differences by respecting each other, no bullying, wearing traditional clothes every Thursday, and Purnama-Tilem and Mesatua activities which are carried out continuously, so that it becomes a habit.
Good social relationship is grown through better communication and socialization between special needs children and normal children. Normal children help them in facing learning difficulties, be with them to the canteen and or to the toilet. In Economic, the school tries to provide better infrastructure facilities for all of the school communities. The symbolic belief concerns with self-esteem and prestige. It is the aim of Saraswati Foundation to combat ignorance. Due to this aim, the school must create and maintain an inclusive environment so that inclusive education practices can run optimally.
Conducive inclusive environment provides space and time for all children to learn and become smarter. They freed themselves from differences and selfishness, they were freed to socialize based on their uniqueness. This environment cannot be separated from the role of agents from both external parties (government) and internal (school community). Agencies collaborate with each other in creating an inclusive environment, so that it becomes a habit.
The power of culture, social practice, economic, and symbolic capital among the community also supports the inclusive environment. The inclusive environment built in the school turned out to have good impact on inclusive education. It gives comfortable learning environment and interaction for the special needs children. The normal
children also gains good impact in the formation of their character, such as empathy, tolerance and love for everyone.
Conclusion
This study on inclusive education shows the application of inclusive environmental practices at Saraswati Tabanan Elementary School. The inclusive environment cannot be separated from the role of agents from both external parties (government) and internal (school community). Agencies collaborate with each other in creating an inclusive environment. The power of capital, such as culture capital, economic capital, social capital and symbolic capital contributes to an inclusive environment. The inclusive environment that was built in the school turned out to have a good impact on inclusive education. This environment affects the Special Needs Children's academic and non-academic activities. Meanwhile, normal children can also get a positive impact on their characters, such as empathy, tolerance and love for everyone. Hence, the child's social and emotional intelligence may develop through the inclusive environment.
Acknowledgments
Appreciation and thanks to the rector of IKIP Saraswati and the Head of LP2M IKIP Saraswati for their help and motivation so that this article can be completed. Appreciation and thanks the author gave to Saraswati Foundation, the principal of Saraswati Elementary School and his staff and parents for their help and information as well as their commitment in building an inclusive environment for all children. Thanks to the committee of the 4th International Conference of Interreligious and Intercultural Studies of Hindu University
106 of Indonesia for the opportunity given to us to share our articles.
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