Implementation of Inclusive Education Policies at Madrasah Ibtidaiyah in Central Java, Indonesia

Abstract

The implementation of inclusive education in Islamic elementary schools (madrasah ibtidaiyah) in Central Java Province, Indonesia was investigated. This study is a qualitative research. The data were collected through interviews, participant observation, documentation, and forum group discussion. Policy makers, principals, vice principals of curriculum, vice principals of student affairs, classroom teachers, shadow teachers, and inclusive education teams were involved. Madrasah Ibtidaiyah Keji Semarang, Madrasah Ibtidaiyah Ma'arif Sidomulyo, and Madrasah Ibtidaiyah Salafiyah Kebumen became the research objects. The results show that the policy of inclusive education is stated in the school's vision, mission, objectives, and flagship programs. It is also included in the decrees concerning the establishment of inclusive education team, collaborative curriculum team, assessment team, and collaborative learning team. The policy to build an inclusive school culture is implemented in the provision of inclusive education services and capacity building for both teachers and professional staffs.