! "
Special Education in Indonesia
1
By
Djadja Rahardja
Department of Special Education Faculty of Education
BANDUNG AS THE HISTORICAL CITY
OF SPECIAL EDUCATION IN
INDONESIA
1901: SCHOOL FOR THE BLIND
1927: SCHOOL FOR THE MENTALLY
RETARDED
1930: SCHOOL FOR THE DEAF
1952: TEACHER’S COLLEGE FOR
2
1952: TEACHER’S COLLEGE FOR
SPECIAL
EDUCATION
1964: UNIVERSITY PROGRAMME IN
SCHOOL
SCHOOLS
S SERVING CHILDREN WITH
SERVING CHILDREN WITH
DISABILITIES
DISABILITIES
T
Type
ype of
of S
School
chool
N
Number
umber of
of
Schools
Schools
N
Number of
umber of
Students
Students
Special School
Special Schoolss
1,118
1,118
48,522
48,522
Special School
Special Schoolss
1,118
1,118
48,522
48,522
Integrated School
Integrated Schoolss
182
182
961
961
Total
Total
1,310
1,310
49,483
49,483
Ministry of National Education
Type of School
Type of School
No. of Students
No. of Students
%
%
Visual Impairment
Visual Impairment
3,013
3,013
5.87
5.87
Hearing Impairment
Hearing Impairment
15,903
15,903
31.01
31.01
Developmental
Developmental
Disabilities
Disabilities
29,099
29,099
56.73
56.73
ENROLMENT OF STUDENTS IN SPECIAL SCHOOLS ENROLMENT OF STUDENTS IN SPECIAL SCHOOLS
Disabilities
Disabilities
Physically Handicapped
Physically Handicapped
1,811
1,811
3.53
3.53
Emotional Disturbance
Emotional Disturbance
626
626
1.22
1.22
Double Handicapped
Double Handicapped
427
427
0.83
0.83
Autism
Autism
417
417
0.81
0.81
T o t a l
NUMBER OF SPECIAL SCHOOL TEACHERS
NUMBER OF SPECIAL SCHOOL TEACHERS
QUALIFICATION
QUALIFICATION NUMBERNUMBER %% SGPLB or Diploma II
SGPLB or Diploma II 6,2166,216 50.8950.89 Diploma III
Diploma III 555555 4.544.54
5 5
Diploma III
Diploma III 555555 4.544.54 Bachelor or S1
Bachelor or S1 3,1453,145 25.7525.75 Other
Other 2,2982,298 18.8218.82
T o t a l
T o t a l 12,21412,214 100.00100.00
Ministry of National Education
NATIONAL POLICIES RELATED TO
SPECIAL EDUCATION
Article 31 of the 1945 Constitution states that
every citizen has the right to education.
Law no. 20/2003 on the national education
Law no. 20/2003 on the national education
system
The 1994 nine-year compulsory education
regulation
INTERNATIONAL TRENDS
INTERNATIONAL TRENDS INFLUENC
INFLUENCING
ING THE
THE
DEVELOPMENT OF SPECIAL EDUCATION IN
DEVELOPMENT OF SPECIAL EDUCATION IN
INDONESIA
INDONESIA
••
Declaration of Human Rights Declaration of Human Rights –– including the right to education including the right to education and full participation in society for all peopleand full participation in society for all people –– UN, 1948UN, 1948
••
Convention on the Rights of the Child Convention on the Rights of the Child –– UN, 1989UN, 1989••
Education for All: World conference on Education for AllEducation for All: World conference on Education for All--7 7
••
Education for All: World conference on Education for AllEducation for All: World conference on Education for All --Jomtien, Thailand, UNESCO, 1990Jomtien, Thailand, UNESCO, 1990
••
The Standards Rules on the Equalization of Opportunities for The Standards Rules on the Equalization of Opportunities for Persons with DisabilitiesPersons with Disabilities -- UN, 1993UN, 1993
••
The Salamanca Statement on Inclusive Education The Salamanca Statement on Inclusive Education –– UNESCO, UNESCO, 19941994
CHANGE IN PARADIGM
CHANGE IN PARADIGM
Special Education to Special Needs
Special Education to Special Needs
Education
Education
Education
Education
Special School to Inclusive School
Special School to Inclusive School
Curriculum Centre to Child Centre
Curriculum Centre to Child Centre
SECOND PHASE OF
SECOND PHASE OF
COOPERATION WITH NORWAY
COOPERATION WITH NORWAY
To improve the function of the centers and
To improve the function of the centers and
to prepare them to be inclusive education
to prepare them to be inclusive education
school settings
school settings
9 9school settings
school settings
Mapping the available human resource in
Mapping the available human resource in
eight provinces in medical and other
eight provinces in medical and other
professions necessary for special needs
professions necessary for special needs
education assessment
education assessment
To give special rewards or credit points to
To give special rewards or credit points to
the itinerant teachers
ENCOUNTERED PROBLEMS
Human Resources
Curriculum
Curriculum
References
Facilities
POSSIBLE AREAS OF
POSSIBLE AREAS OF
COOPERATION WITH CRICED
COOPERATION WITH CRICED
To identify and enrol children with
special needs who are out of school
11
special needs who are out of school
Human resources development
Thank you very much
Thank you very much
Domo arigato gozaimashita
Domo arigato gozaimashita
Domo arigato gozaimashita
Domo arigato gozaimashita
Add a strong statement that
summarizes how you feel or think
about this topic
Summarize key points you want
13
Summarize any actions required of
your audience
Summarize any follow up action
items required of you