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INDONESIA

National Report on the provision of inclusive quality primary and secondary education

Sub‐regional Workshop on “Building inclusive education system to respond to the diverse needs of disabled children”

Jakarta, Indonesia, 3 – 5 November 2009

UNESCO International Bureau of Education

UNESCO Cluster Office in Jakarta

IBE/2009/RP/CD/02

INDONESIA: NATIONAL REPORT ON THE PROVISION OF INCLUSIVE QUALITY PRIMARY AND JUNIOR SECONDARY EDUCATION FOR

CHILDREN WITH DISABILITIES

Table of Contents

Figures ii

Tables iii

Abbreviations iii

Executive Summary vi

I. Overview 1

1. Situational Analysis 4

1.1. On Disability Statistics 7

1.2. In Monitoring Access 13

1.3. On Legislation and Policies 23

1.4. On Budgetary Policies 32

1.5. In Monitoring Quality, and on Teacher Education and Training 32

1.6. On Support from NGO’s, Private Agencies, and other Non-government

Organizations 34

1.7. On Stigma and Discrimination 35

1.8. From Special Schools to Inclusive Regular Schools 36

2. Inhibiting Factors so that Disabled are Expelled from Basic Primary to Junior Education 38

3. Inhibiting Factors in Creating Inclusive and responsive Primary to Junior Education 38

II. Towards A Comprehensive Framework 41

1. Proposed Priority Objectives 41

2. Proposed Intervention Options 43

3. Criteria for Prioritizing Intervention 45

III. Recommended Priority Intervention 46

IV. References 53

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Figures

Figure 1: Number of Children with Special Needs (CSN )

Figure 2: Number of Pupils by Type of Handicapped in Special School, Year 2007/2008

Figure 3: Comparison percentage between Number of Pupil in Special schools and Inclusive Schools, year 2007/2008

Figure 4: Number of Schools for Children with special needs in special school and inclusive school by level of education, year 2007/2008

Figure 5: Number of pupil with special needs in special school and inclusive school by level of education, year 2007/2008

Figure 6: Number of pupil with special needs in Special School, Level Primary School and Junior Secondary School by sex, year 2007/2008

Figure 7: Number of pupil with special needs in Special School, in Primary School and Junior Secondary School by status of school, year 2007/2008

Figure 8: Number of pupil with special needs in inclusive School, in Primary School and Junior Secondary School by sex, year 2007/2008

Figure 9: Number of pupil by Type of School in Primary School and Junior Secondary School, year 2007/2008

Figure 10: Number of Special Teacher by Educational Background, year 2007/2008

Figure 11: Number of Teachers in Special School and Province Status of School: Public + Private, Year 2007/2008

Figure 12: Number of Special School, by Status: Public and Private, year 2007/2008

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Tables

Table 1: Number of Pupils of Primary and Junior Secondary School Aged Children with Disabilities by Sex and Province, Year 2007/2008

Table 2: Number of Pupils by Age-Group, Percentage and Province, Year 2007/2008

Table 3: Number of Pupils by Sex on Primary and Secondary School, Year 2007/2008

Table 4: Number of Pupils by Level of Education and Province, Special School, Status of School: Public + Private, Year 2007/2008

Table 5: Number of Pupils by Level of Education and Province, Special School, Status of School: Private, Year 2007/2008

Table 6: Number of Pupils by Level of Education and Province, Special School, Status of School: Public, Year 2007/2008

Table 7: Number of Pupils by Level of Education and Province, Inclusive School, Status of School: Public + Private, Year 2007/2008

Table 8: Number of Pupils by Type of Handicapped and Province, Year 2007/2008

Table 9: Comparison between Number of Pupils in Primary and Secondary School and Province, Special School and Regular School, Year 2007/2008

Table 10: Comparison between Number of Pupils in Special School and Inclusive School and Province, Year 2007/2008

Table 11: Comparison between Number of Pupils in Special School and Inclusive School and Percentage on Primary and Secondary School by Province, Year 2007/2008

Table 12: List of Subsidies by Type and Province, Year 2006, 2007, and 2008

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Abbreviations ABT Anak Balita Telantar (Abandoned Toddler) ADHA Orang dengan HIV/AIDS (People with HIV/AIDS (PLWHA) AJ Anak Jalanan (Street Children), AN Anak Nakal (Naughty Children), AT Anak Telantar (Children abandoned), BALITBANG Badan Penelitian dan Pengembangan BPS Badan Pusat Statistik (Statistic Centre Bureau) BWBLK Bekas Warga Binaan Lembaga Kemasyarakatan (Former

Residents of the Society Institution) CSN Children with Special Needs FNKCM Federasi Nasional untuk Kesejahteraan Cacat Mental FNKTRI Indonesian National Federation for the Welfare of Deaf

People GDP Gross Domestic Product GLD Gelandangan (Vagrant) GNP Gross National Product HKI Helen Keller International ICEVI International Council for Education of People with Visual

Impairment ILO International Labor Organization ISDI Ikatan Sindroma Down Indonesia (Indonesian Down

Syndrome Society) KAT Komunitas Adat Terpencil (Remote Indigenous Communities) KBA Korban Bencana Alam (Victims of Natural Disasters) KBSP Keluarga Bermasalah Sosial Psikologis (Family with Social

Psychological Problems) KBSP Korban Bencana Sosial atau Pengungsi (Victims of Social

Disaster or Refugees) KFM Keluarga Fakir Miskin (Poor Family) KTK Korban Tindak Kekerasan (Victims of Violence/CEC) LPTK Lembaga Pendidikan Tinggi Keguruan (Teacher Training

College) LSM Lembaga Swadaya Masyarakat (Non Government

Organization) LUT Lanjut Usia Telantar (Neglected Old Ages) MCPM-AIBEP

Managing Contractor Program Management - Australia Indonesia Basic Education Program

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MGMP Musyawarah Guru Mata Pelajaran (Working Group of Subject Teacher)

MI Madrasah Ibtidaiyah (Primary Religious School) MONE Ministry of National Education MPATI Masyarakat Peduli Autis Indonesia MTs Madrasah Tsanawiyah (Junior Secondary Religious School) NAPZA Korban Penyalahgunaan NAPZA, Victims of drug abuse

(drug) NGO Non-Governmental Organization PACA Penyandang Cacat (Persons with Disabilities) PDIP Pusat Data dan Informasi Pendidikan PERTUNI Persatuan Tunanetra Indonesia (Indonesian Association of

Blind People) PKK Family Prosperous Education PMPTK Peningkatan Mutu Pendidik dan Tenaga Kependidikan

(Directorate General of Quality Improvement for Teacher and Education Personal)

PMT Pekerja Migran Telantar (Migrant workers stranded) PNG Pengemis (Beggars) PPCI Indonesian Association of Disabled People P4TK Center for Empowerment and Training for Teacher and

Education Personal P4TK TK-LB Center for Empowerment and Training for Teacher and

Education Personal For Teacher in Kindergarten and Special Needs Education

PSLB Pembinaan Sekolah Luar Biasa (Management for Special School)

RENTAN Keluarga Rentan (Vulnerable Families/VULNERABLE) RPP Rancangan Pelaksanaan Pembelajaran (Learning

Aplication Plan) RTLH Keluarga Berumah Tidak Layak Huni (Family with Livable

House) SDLB Special Primary School SMPLB Special Junior High School SMLB Special Senior High School SOIna Special Olympics Indonesia TS Tuna Susila (Commercial sex Works) UNESCO United Nations Educational, Scientific and Cultural

Organization WHO World Health Organization

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WRSE Wanita Rawan Sosial Ekonomi (Women Troubled with Socio-Economic)

YPAC Yayasan Pendidikan Anak Cacat

EXECUTIVE SUMMARY

Inclusive education in Indonesia is a priority policy from the Ministry of

Education in order to expand educational services for all children with

special needs by using a flexible curriculum with due regard to local

wisdom and the learning process using information technology. Various

policies as well as programs that have been carried out such as proposing

legislations regarding inclusive education, increasing education budget,

involving teacher training college, Universities, and Centre for

Empowerment and Training for Teacher and Education Personal for

Teacher in Kindergarten and Special Needs Education, networking with

NGO’s, Private Agencies and other NGO’s which indicate encouraging

results, although in some aspect still need to get for attention.

The inhibiting factors that disabled are expelled from Primary to

Junior Education are self-confidence is low and children not brave to face

challenges, excessive prejudice towards normal children, communication

ability and mobility of most of children with special needs is low, negative

and ashamed attitudes of parents having children with specific needs,

excessive attitudes or over protection of parents, uneven distribution of

specific schools up to remote areas, while regular schools can afford to

accept children with special needs, inefficient economic condition of

parents having children with specific needs, and most of available schools

are not accessible. Meanwhile the inhibiting factors in creating inclusive

Indonesia's final National Report on Provision of Inclusive Education (4th draft).doc vii

and responsive elementary and junior education system towards different

needs of disabled among others understanding towards basic concepts of

principles of inclusive education are still limited and varied, most of schools

do not have accessible facilities for children with special needs, there are

no valid data of children with special needs, inefficient commitment of

regional government towards the implementation of inclusive education,

most of school committees have not been taking active parts in supporting

the implementation of inclusive education, and there are nor evaluation

systems, promotion criteria and passing grade criteria of graduates which

are accommodative to children with special needs.

There are five proposed priority objectives that are implemented are

building awareness and consensus of the importance of Inclusive

Education and eliminate attitudes as well as discriminatory values,

empowerment of Special School as a central source, improvement of

competence for classroom teachers and specialized counselor teachers,

making rules and guidelines for implementation of Inclusive Education,

development of the networking with related institution. Meanwhile the

proposed intervention options are create for service advertisements,

motivating the public schools for Inclusive Education, developing data

based, application of flexibility principle in school-based management,

empowering the National and Provincial Special School Coach, involving

Teacher Training College to provide special course, proposing Government

Regulations, encourage involvement 9 University that have Special

Education Faculties and some Universities that have Psychology and

Mathematics Faculties for school assistance to inclusive education.

The Government of Indonesia also has some criteria for prioritizing

intervention, that are increment on understanding and commitment to the

community in implementation of inclusive education, increasing the

number of children with special needs who are being fulfill their education

needs, increasing the number of inclusive education schools, improve

Indonesia's final National Report on Provision of Inclusive Education (4th draft).doc viii

quality of education services at inclusive schools, and improvement of

schools that arrange for quality inclusive education.

In Improving the quality of Inclusive Education, the Government

recommends some priority interventions that are implementation of

Inclusive school model with Task-Satellite System, National Campaign on

the importance of Inclusive Education, improvement on capability of

teachers, principals, and supervisors under implementation of pre-in service

training, preparation for implementative technical manual for Inclusive

Education.

By implementing Inclusive Education, supposed the children with

special needs will provide better quality of educational services.

Indonesia's final National Report on Provision of Inclusive Education (4th draft).doc 1

I. OVERVIEW

Inclusive education in Indonesia is a priority policy from the Ministry of

Education in order to expand educational services for all Children with

Special Need (CSN). In practice, inclusive education in Indonesia using a

flexible curriculum with due regard to local wisdom and the learning

process using information technology. This is intended that the inclusive

education can reach the geographic fragmentation and distribution of

pupils with special needs by considering quality of education services. In

addition to that, the supply of lecturers in inclusive schools also received

special attention from the Ministry of Education, by involving non- Teacher

Training College, Teacher Training College (LPTK), Universities and Center

for Empowerment and Training for Teacher and Education Personal (P4TK)

(especially Center for Empowerment and Training for Teacher and

Education Personal for Teacher in Kindergarten and Special Needs

Education (P4TK TK-LB) in Indonesia. Forms of cooperation, among others,

the urge to open a study/majors program of special education (PLB) and

provides inclusive educational courses. This program targets prospective

pupil teachers and teachers of public schools through training. In order to

reach all children within entire corners of archipelago which have

diversities of ethnic, cultural, limitations, marginality and alienation, this

time, the efforts being driven by the Ministry of Education are to increase

the dissemination of educational institutions both public and private sectors


to implement inclusive education programs. Therefore, non-governmental

organizations (NGOs) locally, nationally and internationally as sources of

support are required to be optimized. Strong networking among

government, schools, communities and NGOs are expected to be an

alternative solution to the accomplishment of the 9 years program

compulsory education to be achieved quickly and appropriately.

Government of Indonesia has been ratificated Salamanca Statement as

follows:

Salamanca Statement and Framework for Action on Special Needs

Education, 1994:

Article 2

[…]

Education systems should be designed and educational programmes

implemented to take into account the wide diversity of children’s

different characteristics and needs. […]

Regular schools with this inclusive orientation are the most effective

means of combating discriminatory attitudes, creating welcoming

communities, building an inclusive society and achieving education for

all; more over, they provide an effective education to the majority of

children and improve the efficiency and ultimately the cost-

effectiveness of the entire education system.

Article 3


We call upon all governments and urge them to:

[…]

Adopt as a matter of law or policy the principle of inclusive education,

enrolling all children in regular schools, unless there are compelling

reasons for doing otherwise’ […]

Framework for Action

Article 3

The guiding principle that informs this Framework is that schools should

accommodate all children regardless of their physical, intellectual, social,

emotional, linguistic or other conditions. This should include disabled and

gifted children, street and working children, children from remote of

nomadic populations, children from linguistic, ethnic or cultural minorities

and children from other disadvantaged or marginalized areas or groups.

[…] The challenge confronting the inclusive school is that of developing a

child-centered pedagogy capable of successfully educating all children,

including those who have serious disadvantages and disabilities. […]

Article 4

[…] It assumes that human differences are normal and that learning must

accordingly be adapted to the needs of the child rather than the child

fitted to preordained assumptions […] A child-centered pedagogy is


beneficial to all pupils and, as a consequence, to society as a whole. […]

It can substantially reduce the drop-out and repetition […], while ensuring

higher average levels of achievement. […] Child-centered schools are,

moreover, the training ground for a people-orientated society that respects

both the differences and the dignity of all human beings.

Article 6

[…] Inclusion and participation are essential to human dignity and to the

enjoyment and exercise of human rights. […]

Article 7

The fundamental principle of the inclusive school is that all children should

learn together, wherever possible, regardless of any difficulties or

differences they may have. Inclusive schools must recognize and respond

to the diverse needs of their pupils, […]

Article 10

[…] Experience, moreover, suggest that inclusive schools, serving all of the

children in a community, are most successful in eliciting community support

and in finding imaginative and innovative ways of using the limited

resources that are available.

Article 18


Educational policies at all levels, from the national to the local, should

stimulate that a child with a disability should attend the neighborhood

school that is, the school that would be attended if the child did not have a

disability. […]

1. Situational Analysis

The national education system in Indonesia continues to grow which is

marked by the education participation which keeps growing for all age

groups. Various policies as well as programs that have been carried out

indicate encouraging results at all levels and stream of education,

although in some aspects still need to get for attention.

Policy direction and focus of national education development priorities

based on three pillars, they are: (1) Expansion of access and equality of

education; (2) Improved on quality, relevance and competitiveness; and

(3) Strengthening for management, accountability, and public image.

Related to inclusive education, the first pillar gets greater attention, which is

completing the compulsory of nine years Primary education with quality

and equality through the application of special education, special services

education and inclusive education. Through this program, the government

gives attention to pupils who have difficulty on following their way of

learning and that have potential intelligence and special talents by

applying the principle of no discrimination.


Basic Indicators Public Sector Expenditure1

Health (%of GDP) 0.6% 1990-98 Education (% of GNP) 1.4% 1997 Social welfare (%of total expenditure) 26.2% 1998 Defense (% of GNP) 2.3% 1997

Population2

Population (total) (‘000) 225,642,124 2007 % of women 49.9% 2007 % of urban population 57.1% 2007 Life Expectancy (total)3 Male 62.39% 2005 Female 66.18% 2005

Medical Care

Medical Care Personnel

Population/Doctor4 6,250 1990-99 Population/Nurse & midwife5 1,493 1992-95

Education6

Education System Primary education 6 year Junior Secondary Education 3 year Senior Secondary Education 3 year

Higher education Compulsory education (Primary + JSE) 9 year Adult literacy rate

Male 94.57% 2008 Female 89.26% 2008

Enrollment ratio

1 World Bank, World Development Report 2000-2001 2 Indonesian Statistic (Statistical Yearbook of Indonesia) 2008, the Statisci Central Beureau, www.bappenas.go.id 3 SUSENAS 2005 4 UNDP, Human Development Report 2001 5 UNDP, Human Development Report 2000 6 Statistical Yearbook of Indonesia 2008


Primary education (Net enrollment ratio)7 Total 94,8% 2007 Male 97,37% 2007 Female 97,85% 2007

Primary School (Gross enrollment ratio) Total 117,3% 2007 Male 119,7% 2007 Female 114,7% 2007

Secondary Education (Net enrollment ratio) Total 67.5% 2007 Male 67.4% 2007 Female 67.7% 2007

Secondary Education (Gross enrollment ratio) Total 73.5% 2007 Male 73.5% 2007 Female 73.7% 2007

Drop out8 Primary education 1.63% 2008 Junior Secondary Education 2.22% 2008 Senior Secondary Education 2.33% 2008

Status of teachers9 Public 2,072,034 2008 Private 1,051,305

2008 Proper to teach

Public 40.51% 2008 Private 49.38%

2008

1.1. On Disability Statistics

The Ministry of Social Affairs divided Disabilities into 22 groups, namely:

7 UNESCO, Intitute for Statistic, 2007 8 Summary of the National Education Data, 2008 9 Statistic Centre for Education, 2008


1. Abandoned Toddler (ABT), they are children aged 0-4 years due to

certain reasons, the parents can not perform their obligations (for some

possibilities: poor/has no capabilities, one of the parents is in illness,

one/ both of them, died, young children sick) so disturbed for their

survival, growth and development both physically, spiritually and

socially.

2. Children abandoned (AT), they are 5-18 year old children who, for some

reason, the parents can not perform their obligations (for some

possibilities such as poor or have no capabilities, one of the parents or

both sick, one or both died, the family is not harmonious, there is no

nanny) so unable to feed for reasonable basic needs whether

physically, spiritually and socially.

3. Naughty Children (AN), they are children aged 5-18 years who deviate

from the norms of behavior and habits prevailing in the society, its

environment with the results detriment of himself, his family and others,

and disturbing public orders, but because of age can not be sued.

4. Street Children (AJ), they are children aged 5-18 years old who spent

most of their times living and roaming the streets and public places.

5. Women Troubled with Socio-Economic (WRSE) is an adult woman 18-59

years old who are not married or widow and did not have enough

income to meet their basic needs for daily life.


6. Victims of Violence (CEC) is someone who experienced for violence,

treated wrong or improper in the family or closest environment, and

threatened both physically and non-physically.

7. Neglected Old Ages (LUT) is a person aged 60 years or more, due to

certain factors can not meet their basic needs both physically,

spiritually and socially.

8. Persons with Disabilities (PACA) is any person who has physical or

mental disorders that can interfere with or are hurdles and obstacles for

him to properly perform their physical, spiritual and social functions

which consists of physical disability and mental disability.

9. Commercial sex Worker (TS), is a person who had sexual intercourse

with the same or opponent sex repeatedly and alternately out of legal

marriage in order to get reward for money, materials or services.

10. Beggars (PNG), are the people who earn a living begging in public

places in various ways with reason to expect mercy from others.

11. Vagrant (GLD), are the people who live in conditions that are not in

accordance with the norms of a decent life in local communities, and

has no income and a permanent place to live and wander in public

places.

12. Former Residents of the Society Institution (BWBLK) is someone who has

completed or within 3-month will immediately complete his prisoning or

criminal period in accordance with court decisions and experience for


barriers to adjust himself back into society, thus are trouble on getting a

job or carry out their normal life.

13. Victims of drug abuse (drug), is someone who uses narcotics,

psychotropic and addictive substances including alcohol other than for

medicinal purposes without acknowledgement from physician.

14. Poor Family (KFM), a person or head of household who have no source

of livelihood and/or do not have the ability to satisfy basic needs, or

people who have a source of livelihood but it can not meet the eligible

basic needs for families for humanity.

15. Family with Livable House (RTLH) is a family that their housing and

environmental conditions do not meet the reasonable requirement for

proper place to stay whether physically, socially and healthily.

16. Family with Social Psychological Problems (KBSP) is a family which

relations among members of the family, especially between husband

and wife are less harmonious, so that the tasks and functions of the

family could not run properly.

17. Remote Indigenous Communities (KAT), a group of people or

communities who live in small local and isolated social units, and still

very depend to natural resources and their habitats are socially isolated

and culturally backward compared with the Indonesian community in

general, so requires empowerment to face the environmental changes

in a broad sense.


18. Victims of Natural Disasters (KBA), are individuals, families or groups of

people who suffer physically, mentally or socially as a result of the

economic disaster that caused them to experience for obstacles in

carrying out their duties of life. Including the victims of natural disasters

are the victims of tectonic earthquake, volcanic eruptions, landslides,

floods, tidal waves or tsunamis, strong winds, drought and forest or land

fires, residential fires, airplane crashes, train, boat and industrial disaster

(industrial accident).

19. Victims of Social Disaster or Refugees (KBSP) are individuals, families or

groups of people who suffer physically, mentally or socially as a result of

the economic disaster caused by social unrest that they experienced

for difficulties in carrying out their duties of life.

20. Migrant workers stranded (PMT), are someone who works outside the

home and settled temporarily in place and have social problems that

make them become derelict.

21. People with HIV/AIDS (PLWHA), is a person under recommendation from

professional (doctor) or a laboratory worker proved to be infected with

HIV virus thus experienced with decreased immunity syndrome (AIDS)

and live destitute.

22. Vulnerable Families (VULNERABLE), is a new young married family (up to

age five years of marriage) that are experiencing social and economic

problems (approximately 10% income above the poverty line) that is

less able to meet their family basic needs.


According to data from the Ministry of Social Affairs in 2008 number of

each group of Disabilities are as follows:

NO TYPE OF DISABILITIES ABBREVIATION TOTAL UNIT

1 Abandoned Toddler ABT 299,127 Person 2 Children abandoned AT 2,250,152 Person 3 Naughty Children AN 198,578 Person 4 Street Children AJ 109,454 Person

5 Women Troubled with Socio-Economic WRSE 1,177,768 Person

6 Victims of Violence KTK 190,927 Person 7 Neglected Old Ages LUT 1,644,002 Person 8 Persons with Disabilities PACA 1,544,184 Person 9 Commercial sex worker TS 63,661 Person

10 Beggars PNG 35,057 Person 11 Vagrant GLD 25,169 Person

12 Former Residents of the Society Institution BWBLK 115,820 Person

13 Victims of drug abuse NAPZA 80,269 Person

14 Poor Family KFM 3,274,060 households

15 Family with Livable House RTLH 2,456,521 households

16 Family with Social Psychological Problems KBSP 352,908 Person

17 Remote Indigenous Communities KAT 280,352 Person 18 Victims of Natural Disasters KBA 1,608,829 Person

19 Victims of Social Disaster or Refugees KBS 258,056 Person

20 Migrant workers stranded PMT 142,554 Person 21 People with HIV / AIDS ODHA 11,483 Person

22 Vulnerable Families RENTAN 1,885,014 households

Source: Ministry of Social Affairs, 2008


While in terms of disability, based on survey results in 2008, approximately

for 67.33% adults with disabilities do not have the skills and jobs. The main

skill types of disabilities are massage, carpentry, farmers, laborer and

services. The number of disabled men more than women, for 57.96%. The

most experienced disabilities are:

Physical disability (42.07%),

Retardation mental (15.41%);

Speech Disorder (13.08%),

Hearing impairment (10.15%),

Vision impairment (Total blind) (8.57%),

Low vision (4.52%),

Ex-psychotics (4.28%),

Intellectual Disability (1.91%),

Others (0.21%).

Data of Children with Special Needs (CSN)

Based on data of Ministry of Social Affairs year 2008, the total of

handicapped person in Indonesia was 1.544.184. Based on the prediction

of National Census 2003, the number of school-age-children with special

needs (5 – 18 years old) is 21.42% of the total of handicapped person (or

330,764 children).

However, the number of children with special needs that have obtained

educational services either at special schools (segregated) or at inclusive


schools from kindergarten to senior secondary school level are 85,645

(25.9%). It means there are 245,119 (74.1%) CSN who have not been sent to

schools yet. See in Figure 1.

Figure 1: Number of Children with Special Needs (CSN)

Source: Ministry of Social Affairs 2008

Based on the types of disabilities, the numbers of pupils who study at the

School with Special Needs are as follows:

Figure 2: Number of Pupils by Type of Handicapped in special school, Year 2007/2008


Source: Balitbang, PDIP, MONE

Meanwhile there are no that can be served for children who do not attend

school there have no data.

1.2. In Monitoring Access

So far, the grand total for CSN all over Indonesia is 85,645. From this

amount, for 70,501 children served in 1,455 special schools which consist of

Special Kindergarten/TKLB for 7505 (47 kindergartens), Special Primary

School/ SDLB for 47,803 (273 schools), Special Junior High School/SMPLB for

10,469 (90 schools) and Special Senior High School/SMLB for 4724 (42

schools). While the remaining 15,144 children with special need (CSN) are

served in 811 inclusive school which consists of 13,590 Primary schools (653

schools), Junior High School 1309 (97 schools) and Senior High

School/Vocational High School for 245 (61 schools). See Figure 3, 4 and 5.


Figure 3: Comparison percentage between Number of Pupil in Special schools and Inclusive Schools, year 2007/2008.


Figure 4: Number of Schools for Children with special needs in special school and inclusive school by level of education, year 2007/2008.

Source: Balitbang, PDIP, MONE and Directorate of Special Education Note: Combination is a school under one roof /Unit system school means the

school serves for education from Elementary School up to Senior High School levels.

Figure 5: Number of pupil with special needs in special school and inclusive school by level of education, year 2007/2008.


Source: Balitbang, PDIP, MONE and Directorate of Special Education

In connection with the 9 years Basic Education Compulsory Program, for

the Primary school level from 47,803 children learning at the Special Primary

School (SDLB) as many as 30,051 (62.9%) children are served in private

schools and the remaining 17,752 children (37.1%) are served in public

schools. But from their gender, those Special Primary School (SDLB)’s pupil

for 26,978 (54.44%) are male and the remaining 20,825 (43.56%) are

women. As for junior high school level, from 10,469 children attending the

Special junior high school (SMPLB) for 8726 (83.35%) children are served in

private schools and the remaining 1743 (16.65%) are served in public

schools. But from their gender, pupils of the Special junior high school

(SMPLB) for 5,898 (56.34%) are male and the remaining 4,571 (43.66%) are

women.


Figure 6: Number of pupil with special needs in Special School, Level Primary School and Junior Secondary School by sex, year 2007/2008


Figure 7: Number of pupil with special needs in Special School, in Primary School and Junior Secondary School by status of school, year 2007/2008



Meanwhile, for services performed in an inclusive school are still unable to

be described the numbers served in the private and public schools,

meanwhile from 13,590 pupils from Primary school, 7.907 (58.18%) are

males and 5.684 (41.82%) are women. For Junior High School (SMP), from

1309 pupils, 758 (57.41%) are males and 551 (42.09%) are women. See

Figure 8.

Figure 8: Number of pupil with special needs in inclusive School, in Primary

School and Junior Secondary School by sex, year 2007/2008


Data of school age children have received for educational services at

Primary school level (Primary school and MI) are amounted to 29,498,266,

(26,627,427 for Primary school and 2,870,839 for MI) 165,755 served at the

state and private School (144,567 for Primary school and 21,188 for MI). At

junior high school education (SMP and MTs) is for 10,961,492, (8,614,306 for


junior high and 2,347,186 for MT) that are served at the state and private

schools for 39,160 (26,277 for junior high school and 12,883 for MT).

Figure 9: Number of pupil by Type of School in Primary School and Junior Secondary School, year 2007/2008


If being compared between CSN data that already received for good

educational services both special and inclusive schools, with the above

mentioned data on school age children for the comparison so far. In

percentage, number of CSN was enrolled for Primary level is only 0.00018%

and 0.00012% for Junior High School from the total school-age children.

While the percentage of schools for inclusive education level is 0.39% for

Primary level and 0.25% for junior high school level. Meanwhile, the 9 years

Compulsory Basic Education program has been conducted since 1983 had

produced the achievement for net participation rate of 94.90%. This

indicates that on the one hand, completion of the 9 years Compulsory


Basic Education program should be directed for children that are difficult

to reach because of physical disorders, mental, social, geographic and

economic. On the other hand, the opportunity to empower regular schools

into inclusive schools is still very large for more than 99%.

Thus, if an inclusive education program encouraged the completion of the

implementation program 9-year Compulsory Basic Education can be

accelerated. In accordance with the basic tasks and functions, the Ministry

of National Education through the Directorate of Special Education,

Directorate General of Management of Primary and Secondary Education,

should be more intensive in handling such referred special education and

inclusive education. Based on evaluation conducted the difficulties in

implementation of inclusive education over the years, there are still some

obstacles in responding various requirements of different CSN, among

others:

1) Lack of accurate data on the number of organizers of inclusive

education and their pupils based on their types of special needs.

2) Guidelines for evaluation and assessment issued are not appropriate

from the schools, pupils and parents of CSN.

3) Not all provinces, regencies/cities in Indonesia has a law/special

Circular on implementation of Inclusive Education

4) Lack of Local Government commitment to the implementation of

inclusive education.

5) Most of the School Committee has not taken an active role in

supporting the implementation of inclusive education


6) Professional organizations and related to the CSN has not actively

participate in the implementation of inclusive education

7) The Role of most Universities in implementation of inclusive education is

low.

8) Limited understanding on the Principal, teachers and policy makers in

the basic concept of inclusive education.

9) Limited numbers of visiting special counselors/teachers to the Special

school to inclusion schools.

10) Human resources in an inclusive school, most of them have difficulty in

making modifications of curriculums, and assessments of academic

and non academic CSN.

11) Most schools have not yet had assessment room.

12) The system of enrollment that apply on-line without any quota for CSN,

makes difficult for children with special needs to be accepted in

regular schools

Meanwhile, related to the dropout rate for CSN up to now there is no

accurate data that can be served. However, common efforts usually

performed by teachers when being found any CSN’s pupils dropped out

from their school is by visiting their house and asked his parents to send

them back to school. This situation often occurs for children who live in

dormitories. During the school holidays, CSN’s pupils back to their parents’

house and when the holiday ended they did not immediately return to the

dorm as there are no travel expenses.


Thus teachers and principals meet those pupils directly to their parents'

house.

Furthermore, numbers of special teachers at special schools is 16,090. The

status of teachers as Public Teachers 8,206 people (51%), and Private 7,884

(49%). Province with the biggest number of teachers is West Java Province,

which is, 2,782, while the province provinces that have the least number of

special teachers is West Papua Province (25 teachers).

From total 16,090 teachers for special pupils, with educational background

other than Bachelor for Special Education amounted to 9,171 person

(57.00%), Bachelor of Lecturer amounted to 6,235 person (38.75%),

Bachelors from faculties other than Lecturer Faculty are 589 person (3.66%),

Master and Doctoral degree for 95 person (0.059%). Therefore the

Government needs to improve the affirmative action program for

teachers, especially for non-bachelor into bachelor.

With regard to inclusive education, in fact there have been lots of

specialized teachers who are able to perform their functions as Special

Teacher after joining some workshops and training activities. Similarly,

numbers of regular teachers who are able to teach CSN after training.

However, the real data thereof is currently being arranged through data

collection by the Directorate of Special School.

The total number of special teachers at provincial levels all over Indonesia

is presented below.


Figure 10: Number of Special Teacher by Educational Background, year 2007/2008


Figure 11: Number of Teachers in Special School and Province Status of School: Public + Private, Year 2007/2008



1.3. On Legislation And Policies


Legislation

• The 1945 Constitution of the Republic of Indonesia;

Article 31

Paragraph (1): “Every citizen has the right to receive education”

Paragraph (2): “Every citizen has the obligation to undertake Basic

education and the government has the obligation to

fund this”

• Act No. 4 Year 1997 on People with Disabilities, Article 5 and 6;

Article (5): “Every person with disabilities has equal rights and

opportunities in all aspect of life and life hood”.

Article (6): “Every person with disabilities has the right to get:

Paragraph (1): “Education at all of units, programs, types, and levels

of education”;

• Act No.23 Year 2002 on Child Protection, Article 48 – 53;

Article 48

The Government are obliged to implement basic education of

minimum 9 years for all children.

Article 49


The state, governments, families and parents are obliged to give

opportunities as extensive as possible to children to receive

education.

Article 51

Children with physical and/or mental disabilities are given equal

opportunities and accessibility to obtain ordinary and special

education.

Article 52

Children with excellence are given opportunities and accessibility to

obtain special education.

Article 53

(1) The governments are responsible for providing educational fee

and/or grants or special service for children of poor family,

disadvantaged children, and children from remote places.

Article 54

Children in and around the school must be protected from violence

and abuse done by teachers, school staffs or peers in related school,

or in other educational institutions.

• Act of the Republic of Indonesia No. 20 Year 2003 on National

Education System, Article 5, 12, and 32;

Article 5


Paragraph (1): Every citizen has equal rights to receive a good

quality education.

Paragraph (2): Citizens whit physical, emotional, mental,

intellectual, and/or social deficiencies shall have the

right to receive Special Education.

Paragraph (3): Citizens in remote or less-developed areas and

isolated areas have the right to receive education with

special services.

Paragraph (4): Citizens who are proven intelligent especially

gifted have the right to receive special education.

Article 12

Paragraph (1): Every learner in an educational unit is entitled to:

a. Receive religious education in accordance with his/her religion,

imparted by an educator who has the same religion;

b. Obtain education services in accordance with his/her talent,

interest, and ability;

c. receive a scholarship in recognition of meritorious performance if

his/her parents are not able to bear education expenses;

d. Receive education grant if his/her parents are not able to bear

education expenses;

e. shift from one to another stream and unit of education at the

same level;


f. Complete an education programme based on individual’s rate of

learning and not exceeding the time determined.

Article 32

Paragraph (1): Special education is provided for learners who

have difficulties in following the learning process

because of physical, emotional, mental, and social

deficiencies, and also for those with proven intelligence

and especially gifted.

Paragraph (2): Education with special services is provided for

learners in the remote and less-developed areas,

isolated areas, and/or for learners who are victims of

natural disasters; suffer from social deficiencies, and

those who are economically disadvantaged. [...]

• Act of the Republic of Indonesia No. 28 Year 2002 on Construction

Building

Article 27

• Paragraph (2): Accessibility to, from and inside the buildings as

aforementioned in clause (1) includes the provision

of facilities and accessibility which are easily


accessed, safe and comfortable for everyone

including persons with disabilities and elderly

people.

Draft of Government Regulation on Education Organization and

Management.

Article 142

Paragraph (1): The provincial government held at least 1 (one) special

education unit for each type of disorder used as an ideal

model of special education for pupils with disorders.

Paragraph (2): The District/City Government on permits from the provincial

government should set for at least 1 (one) unit of education

for implementation of inclusive and/or integrated education,

if under the relevant district has not already exist for special

education unit.

Paragraph (3): The provincial government ensures that the education unit

of inclusion and/or integrated education as of referred to

under paragraph (2) provide for means, teachers, and staffs

required by pupils with special needs.

Paragraph (4): Universities and colleges must provide inclusive and/or

integrated educational services for pupils with special

needs.

Paragraph (5): Government guarantees of at least 1 (one) college in

each province to provide facilities, faculty, and staff


required for implementation of inclusion and/or integrated

education for pupils with special needs.

Paragraph (6): The government can assist such implementation of special

education as referred to under paragraph (1) and an

inclusive special education as referred to under paragraph

(2).

Article 146

Paragraph (5): Organization of special education programs for pupils

who have high intelligence potential and/or special talents

as outlined that the Government shall ensure for at least 1

(one) college in each province to provide facilities, faculty,

and staff required for implementation of inclusion and/or

integrated education for pupils with special needs.

• Draft of Regulation of Minister of National Education on Inclusive

Education (in coming) of Article 4 and 5 section (1) and (2) that include

children with special needs:

Article 4

Rights and Obligations:

(1) Each pupil is eligible to joint the education in a particular educational

unit in accordance with their needs and abilities;

(2) Every unit of education from various channels, types and levels of

education must accept the children with special needs;


(3) The Government, Provincial Government and Regency/City

Government shall provide supporting resources to the education unit of

inclusive education in accordance with their authorities.

Article 5

Pupils of the Inclusive Education:

(1) Pupils of the Inclusive Education are pupils with special needs and pupils

in general.

(2) The pupils with special needs as of referred to under paragraph (1)

among others are:

a) Visual impairment;

b) Hearing impairment;

c) Speech and language impairment;

d) Intellectual disability;

e) Physical disability and other motor disorders;

f) Multiple disabilities;

g) Social-emotional difficulties;

h) learning disability (Academic and Development);

i) slow in learner;

j) autism/autistic;

k) special smart/gifted and talented;


l) ADD/ADHD (Attention Deficit Disorder/Attention Deficit Hyperactivity

Disorder);

m) Drug abuse, illicit drugs and other addictive substances;

n) remote and/or retarded child;

o) children in border areas;

p) Discriminated Indonesian worker’s children in abroad countries;

q) children from minority and indigenous tribes;

r) children who are victims of social problems;

s) children from absolute poor families;

t) children who are victims of natural disasters;

Article 6

Acceptance for Pupils

Each compulsory education unit should accept pupils with special needs

through an acceptance system tailored to condition of the relevant pupils.

Policies

• 2004 Bandung Declaration (Indonesia Towards to Inclusive Education)

held in Bandung from the 8th until the 14th August 2004;


1) To ensure that every child with disabilities and other children with

special needs receives equal access in all aspects of life – in

education, health, social, well being, security and other aspects – so

that they will become trustworthy succeeding generation.

2) To ensure that every child with disabilities and other children with

special needs grow as dignified individual to receive good humane

treatment, quality education which develops their potentials and

meets demands of the society without discriminative treatment that

would harm their life physically, psychologically, economically,

sociologically, legally, politically as well as culturally.

3) To implement and develop inclusive education supported by good

synergic and productive cooperation among stakeholders In

particular the government, educational institutions, related

institutions, business world and industry, and parents as well as

society.

4) To create supportive environment, to meet the needs of children

with disabilities and other children with special needs so that it makes

it possible for them to develop their optimum unique potentials.

5) To ensure the freedom of children with disabilities and other children

with special needs to creatively and proactively interact with

anyone, any place, and any environment by minimizing the barriers.

6) To continuously promote and socialize inclusive education through

mass media, scientific forum, education, etc.


7) To design plan of action and allocate the needed funds to promote

physical as well as non-physical accessibility, quality education

service, health, recreation, well being of all children with disabilities

and other children with special needs.

• Bukittinggi Declaration (International) of 2005 :

An approach of increasing school quality comprehensively that will ensure

the national strategy of “Education for All” is really for all;

A way to secure that all people will receive qualified education and

maintenance within the their community as the part of programs to

develop any children of early age, pre-school, basic and higher

education, particularly those who are still not yet provided with education

in the general school or susceptible to marginalization and exclusion; and

A contribution for the development of society who appreciates and

respect individual diversity of all citizens.

• Circular Letter of Director General of Primary and Secondary Education

No.380/ C.C6/MN/2003 concerning Inclusive Education;

• Guideline of Inclusive Education Implementation; (Attach in Indonesia

version)

The Indonesian government has to follow and implement international

agreements on the Rights of Children with Disabilities (the Convention on

People Rights with Disabilities). As implications of that Indonesia has issued

several laws and regulations regarding:


Law No. 4 of Year 1997 regarding Persons with Disabilities;

Law No. 1 of Year 2000 regarding Ratification of ILO Convention

Number No. 182 regarding Prohibition and Immediate Action for

Elimination of the Worst Forms of Work for Children;

Law No. 23 of Year 2002 regarding Child Protection

In addition to that, the Government of Indonesia has also socialized the

international commitments on the rights of persons with disabilities to

obtain for education.

1.4. On Budgetary Policies

The government has increased its education budget for 20% from the

overall budget (APBN).

Funding for special education, including children with disabilities and

inclusive education are allocated separately from general education with

an allocation in 2009 for 0.74% from the National Education Budget

(Rp44,058,393,000,000), which is managed by the Directorate of the Special

Education for Rp.328,000,000,000.

1.5. In Monitoring Quality, And On Teacher Education And

Training

Up to now the regular schools have no special teachers. For such matter

government should try to improve their specialty competence in regular

schools through training to handle children with special needs by using the


IEP approach (Individual educational plan) and a flexible curriculum

tailored to pupils' individual abilities.

In short-term the government program has trained teachers through pre-

service and in-service (a shortage of trained teachers) with the result that

teachers can teach children with disabilities under varies abilities.

The development effort of all teachers’ competence improvement is the

responsibility of the Directorate General of Quality Improvement for

Teacher and Education Personal and its divisions, including competence

improvement of special teacher education. Specifically the government

has established Center for Empowerment and Training for Teacher and

Education Personal for Teacher in Kindergarten and Special Needs

Education. This institution is specifically responsible for developing

competence improvement of Kindergarten Teachers and special teachers.

Specific program provided by this institution, among other things, specific

special services (services for autistic children, therapeutic play, handling of

children with dyslexia impairment), information technology in education,

online writing development, active-creative and fun learning.

While the teachers who deal with disorders such as visual impairment,

hearing impairment, intellectual disability, quadriplegic, social-emotional

difficulties, and multiple disability, trained by 9 Teacher Training College

that has faculty for special education under cooperation with the

Directorate General of Quality Improvement for Teacher and Education

Personal.


Policy ensures that school buildings are accessible to children with

disabilities is the existence of infrastructure standards set by the National

Education Standards Agency. This policy has been implemented,

especially for new schools, while for the old school that has no accessibility,

the Government provides subsidy for inclusive education to make

accessibility, equipment and supporting infrastructure for school inclusion

providers but not yet thorough.

1.6. On support from NGOs, private agencies, and other non-

government organizations

In implementing the education in Indonesia by the government and the

public (private institutions) but the government does not distinguish for CSN

education services at segregation school or at the inclusive education

school both private and public. Implementation of education for CSN for

76% is held by private institutions. See figure 12.

Figure 12: Number of Special School, by Status: Public and Private, year 2007/2008



Participation from private institutions in implementation of Primary and

secondary educations include: building the schools, and provide for

support in forms of consultation, planning on school programs, funding

support, and monitoring the implementation of school programs.

The government will, is and has built and developed network with the

national NGOs such as: Disability Foundations/Federations among others

ICEVI, PERTUNI, Yayasan Mitra Netra, FNKCMI, FNKTRI, YPAC, PPCI, MPATI,

ISDI, SOINA, and International NGOs such as: MCPM-AIBEP (Palangkaraya,

Regency of Kapuas East Waringin City of Central Kalimantan province and

in Ternate and regency of North Tidore in Maluku province), HKI and Plan

International (district of Kebumen, Central Java) with activities including

special tutor training, provide special education tools, translate text books

into Braille system.

Meanwhile, not all agencies/private institutions and non-governmental

organizations organizing Primary and secondary education under

coordination of the Ministry of National Education, for example for

education at the rehabilitation center for disabled children under the

Ministry of Social and education at the Islamic boarding schools under the

guidance of the Ministry of Religious Affairs.

1.7. On Stigma and Discrimination

Most of parents and public are in their opinion that disabled children

should attend to special schools, while some argue that children with


disabilities should attend to regular school for social development. This

attitude affects the number of pupils who entered in regular schools.

The actual stigma situation which still exists in community and tends to be

discriminative, among other things, are as follows:

1) Some members of community still believe that Children with Special

Needs (Disabled) are infectious;


Needs (in negative curve) are curse (disgrace) on the families and

environment;

3) Some members of community still believe that if Children with Special

Needs go to regular schools, they will decrease the school quality;

4) Accepting Children with Special Needs at regular schools will put more

burden on teachers in implementing both teaching-earning and social

tasks;


Needs must be sent to special schools.

Measures taken to eliminate stigma and discrimination through: (1)

socialization to the community; (2) conduct the competition and art

festival creations of children with special needs; (3) Science and sports

Olympics for children with special needs; (4) and demonstrate the success

of those children within national and international events.


1.8. From Special To Inclusive Schools Regular Schools

The government provides the widest opportunities to CSN to follow the

regular school education. The procedures used to facilitate inclusive

education include providing:

1) The guideline of the implementation of inclusive education programs for

parents and the community.

2) Subsidy for accessibility, infrastructure, operational for inclusive school,

and assisted by the College.

3) Scholarships for CSN in inclusive schools.

4) Workshops on inclusive education

All children can attend regular schools and shall not limited to children with

disabilities but also children who need special education services, as listed

in the Law of the Republic of Indonesia Number 20 of Year 2003 regarding

the National Education System, and the Salamanca Statement, among

others:

• All children regardless of their physical, intellectual, social, emotional,

linguistic or other conditions. This should include disabled and gifted

children, street and working children, children from remote of nomadic

populations, children from linguistic, ethnic or cultural minorities and

children from other disadvantaged or marginalized areas or groups.

• children who live in under-developed area/remote area/rural

area/islands


• Children of the Indonesian Worker working locally/overseas,

• children in the transmigration areas

• isolated minority ethnic communities

• child labour

• child prostitutes and prostitutes’ child

• child victims of trafficking

• children in child prisons

• street children

• scavengers’ child/scavenger children

• refugees (earthquake, conflict)

• absolute poverty

2. Inhibiting Factors So That Disabled are Expelled from Primary

and Junior Education, among other, is as follows:

Based on the results of monitoring conducted by the Directorate of Special

Schools (PSLB), Directorate General of Management of Primary and

Secondary Education, Ministry of National Education, the inhibiting factors

which make disabled are expelled from Primary education are as follows:

1) Self-confidence of children is low and children not brave to face

challenges;

2) Excessive prejudice towards normal children;

3) Communication ability and mobility of most of CSN are low;

4) Negative and ashamed attitudes of parents having CSN;


5) Excessive attitudes or over protection of parents;

6) Uneven distribution of specific schools up to remote areas, while regular

schools can afford to accept CSN;

7) Inefficient economic condition of parents having CSN;

8) Most of available schools are inaccessible.

3. Inhibiting Factors In Creating Inclusive And Responsive

Primary and Junior Education System Towards Different Needs

of Disabled:

Based on the results of monitoring conducted by the Directorate of Special

Education, Directorate General of Management of Primary and Secondary

Education, Ministry of National Education, the inhibiting factors in creating

responsive schools towards children with specific needs, among other

things, are as follows:

1) Understanding towards basic concept of principles of inclusive

education are still limited and varied;

2) Most of schools are inaccessible for CSN;

3) No valid data of CSN;

4) Not all provinces in Indonesia have passed local regulations/specific

circular concerning the Implementation of Inclusive Education;


5) Limited commitment of regional governments towards the

implementation of inclusive education;

6) Most of school committees have not been taking active parts in

supporting the implementation of inclusive education;

7) Professionals tend to act individually because there is no supporting

system;

8) Professional organizations have not actively involved in the

implementation of inclusive education;

9) The involvement of higher institution is low;

10) Limited number of itinerant teacher;

11) Limited number of visiting teachers from nearby specific schools to

inclusive schools;

12) Application of online enrollment system make children with special

needs are difficult to go to regular schools;

13) Most of inclusive schools have difficulty in developing modified

curriculum, academic and non-academic assessment;

14) Most of schools do not have special assessment rooms yet;

15) There are nor evaluation systems, promotion and passing grade criterias

of graduates which are accommodative to children with special

needs;


II. TOWARDS A COMPREHENSIVE FRAMEWORK

1. Proposed Priority Objectives

1) Building awareness and consensus of the importance of Inclusive

Education and eliminate attitudes as well as discriminatory values.

There are many disabled children who have no received education

services yet due to several factors, among others (1) location of the special

school that is difficult to reach; (2) public schools that are not ready to

accept children with disabilities; (3) low level of attention from parents to

send their children because of shame on disability of their children; (4) lack


of information about education for children with disabilities. For that, the

managers of education, parents and communities should be given for

understanding that education is a basic right of every human being.

Therefore inclusive education program shall become an alternative choice

as children could attend the nearest public school and not require staying

far from their parents (local-based).

2) Empowerment of Special School as a central source.

The success of implementation of inclusive education in schools depends

on several factors including accuracy on identification of children with

special needs, assessment results conducted by a team consisting of

experts, and teachers in the special school as the basis for providing

appropriate educational services. Based on experience, the special school

(SLB) can be used as resource center for implementation of inclusive

education. Each resource centers can assist the implementation of

inclusive education: consultation on preparation of learning materials,

learning media, CSN parents and family counseling and providing of

shadow teacher (GPK) for public school implement the inclusive education

within its surrounding.

3) Improvement of competence for classroom teachers and specialized

counselor teachers in public schools, to be able to and cooperate in

implementing the curriculum and assessment of individual pupils

through the pre and in service training. For this reason, teacher training


centers and universities should be involved in providing creative and

qualified teachers.

4) Develop rules and guidelines for implementation of inclusive education

which become a legal basis for the local government of

District/Municipal to implement inclusive education.

Pursuant to the Indonesian Governmental Regulation number 38 of year

2006 stated, that education is one of the District/Municipal

government’s authority. Thus shall need to be drawn up for local

regulations and technical guidance on implementation of inclusive

education.

5) Development of the network (networking) with related institutions such

as: Institute of Educationalist and Education Staff, Collages with Special

Education Faculty and Regular Education Faculty, Local and

International NGOs such as MCPM-AIBEP, HKI and Plan International,

Working Group (Taskforce), Inclusive Education within provincial level,

and resource centers.

Inclusive education began to be implemented nationally since 2003,

and currently it still has not yet implemented uniformly within the territory

of Indonesia. As there are many constraints such as: (1) limited human

resources, (2) lack of supporting infrastructure and facilities, and (3) lack

of socialization on implementation of inclusive education. Because of

that shall be required for construction and development of strong

network with relevant institutions (capacity building).


2. Proposed Intervention Option

Expansion of Access and Equality of Inclusive Education

1) Creating for service advertisements in electronic medias (TV) and local

as well as national radio), Create and distribute films regarding inclusive

education, Leaflets and bulletins. In addition to that should also invite

public figure for their testimonies;

2) Motivating the public schools for inclusive education through (1)

improving the competence of teachers to provide educational services

to CSN; (2) providing scholarships; (3) providing subsidized educational

tool; (4) providing operational support for education; (5) infrastructure

(accessibility).

3) Developing data based for inclusive education within national and

district level by utilizing management information system;

4) Providing the application of flexibility principle in school-based

management, structuring a new admissions system that provides

opportunities for CSN, setting the curriculum, teaching and learning

activities and assessments using individual approaches.

5) Empowering the National and Provincial Special School, as well as

Private Special School to become centers of Special School and

Special Education, less than one of its functions is to be a resource

center for implementation of inclusive education programs. There are 54


units of Special Schools which are currently assigned as center and sub

center for Special School and Special Education. In addition to that,

also have been prepared for Special Schools in the province of Aceh,

DKI Jakarta, Central Java, South Sulawesi, Central Kalimantan and

North Maluku to serve as resource centers.

6) Involving Teacher Training College to provide special courses on

inclusive education. Encouraging the Directorate General of

Directorate General of Quality Improvement for Teacher and

Education Persona), and Center for Empowerment and Training for

Teacher and Education Personal For Teacher in Kindergarten and

Special Needs Education of West Java Province to allocate the training

program for educators (teachers) and staff (Principal and Supervisor),

by including materials concerning inclusive education.

7) Proposing a Government Regulation regarding Management of

Primary and Secondary Education, Regulation of the Minister of

National Education regarding Organization of Inclusive Education,

Guidelines of Inclusive Education.

8) Encouraging the involvement of 9 Universities that have special

education faculties and some Universities that have Psychology and

Mathematics faculties for school assistance to inclusive education, to

form a national, provincial and district/city inclusive education working

group.


3. Criteria for Prioritizing Intervention

1) Encouraging for understanding and commitment to the community

in implementation of inclusive education.

2) Increasing the number of children with special needs who are being

fulfilled their education needs (Special Education for Children with

Special Needs).

3) Increasing the number of inclusive education schools in all regions of

Indonesia.

4) Improving the quality of inclusive education services.

5) Improving the school management of Inclusive Education.


III. Recommended Priority Interventions

1. Implementation of Inclusive School Model with Task-Satellite

System

Spreading condition for schools in Indonesia is very wide and mostly is

located in difficult areas for transportation required for a development

model which is able to provide for convenience to the schools, parents

and the CSN having willingness to understand and implement the inclusive

education, by providing a model school. In each district will be prepared

for one (1) elementary, one (1) junior and one (1) senior high

school/vocational school which will be called as model or cluster school.

These schools will be assisted by one (1) Special School which will serve as a

resource center. In practice, this candidates model of school receive for

support in form of operational subsidies, subsidy for special classrooms, to

be participated under an inclusive education workshop for school

principals and teachers and subsidy for e-learning. In addition to that,

these schools will be also accompanied by a college received subsidy

funds for assisting from the Directorate of Special Education.

The activities will be carried out by school groups include:


• Performing socialization to the surrounding schools in accordance with

its levels which will be referred to as a satellite school. One school

groups are expected to supervise 6 to 10 satellite schools.

• Being the center of activities for teachers who teach pupils come from

inclusive schools to conduct Working Group of Subject Teacher (MGMP)

satellite activities, workshops, preparation of Learning Aplication Plan

(RPP), modules analysis, etc in the special classroom. Beside that,

special classroom can also be used to perform or provide remedial

therapy for CSN.

• Shadow teacher consistently assist regular teachers in workforce schools

thus can provide for good teach to CSN.

• Conduct the identification for CSN.

• The school groups can be a reference for the satellite schools in the

implementation of inclusive education.

Currently, the Directorate has 54 Special Schools spreader throughout

Indonesia which is considered as ready both in supporting facilities and

infrastructure as well as human resource to become resources centre. In

addition to that, in cooperation with HKI the concept of clusters satellite

inclusive school is implemented in several districts/cities 4 provinces, they

are Aceh Nanggroe Darussalam, DKI Jakarta, Central Java and South

Sulawesi. Meanwhile, in cooperation with MCPM-AIBEP held in the city of

Palangkaraya, Regency of Kapuas and City of East Waringin of Central

Kalimantan and in Ternate, and Regency of Tidore of North Maluku


province.

2. National Campaign on the Importance of Inclusive Education

The acceptance by Indonesian public in general towards the Children with

Special Needs is still very low. Most parents who have Children with Special

Needs feel ashamed and tend to hide and isolate them as well from

sociality including letting those Children with Special Needs for not getting

education. In addition, there are many people who can not accept the

presence of CSN in their life, including within education environment under

reason they are worry of contracting or inhibiting their children growth, etc.

Although the existence of rules and the CSN Act have got protection from

the Indonesian Government within implementation thereof but there are

still many challenges. For this reasons, a national campaign for inclusive

education becomes a strategic issue at the moment.

Things that have ever done were creating public service advertising

commercials on TV media showing public figures such as artists, national

leaders and officials. In addition to that, also has produced 2 short films

about inclusive education, entitled "I Want to School" and "To Lace the

Future" each of which lasted 24 minutes and 1 movie produced by AIBEP

MCPM with 30 minutes duration. According to evaluation, will be such a

very effective way to influence public opinion that character of Indonesian

society is still very pragmatic. The involvement of public figures will be main

attraction for people to listen to the messages presented in the film. In


addition, the CD's films are easily distributed to the schools and

Department of National Education as well as other concerned agencies

such as the network of Family Prosperous Education (PKK), Sub-District to

district and religious study institutions etc. Thus, the other more interesting

films have to be produced.

Under the framework of national campaign also being carried out for

socialization through seminars, workshops activities, involving policy makers

in areas such as Member of Board in particular who take charge for

education, Agency for Regional Development, sub district head, Village

Chief, Executive Board of the Family Prosperous Education, etc.

3. Improvement on Capability of Teachers, Principals and

Supervisors Under Implementation of Pre-In Service Training

Currently, the Government is carrying out competency certification for

teachers and principals. For that, a strong urge to skilled teach pupils in

CSN for teachers, inclusive school management capabilities for principals

and the ability to perform supervision for supervisor is an indicator that the

assessment should be conducted to determine their graduation. Even

more the CSN service even in regular schools is encouraged to influence


the value of accreditation of a school. For this reason, the Directorate

General of Quality Improvement for Teacher and Education Personal and

Center for Empowerment and Training for Teacher and Education Personal

for Teacher in Kindergarten and Special Needs Education as well as

Directorate of Special Education are encouraged to get upgraded

program for teachers, principals and supervisors with implementation for in-

service training. As for college (Teacher Training College) being

encouraged to teach inclusive education subject as a preparation for

student before teaching at schools. For this reason, the induction program

for part-time teachers who will become full-time teachers are required to

pass the assessment to CSN both for teaching at the special school and at

the inclusive school as well (pre-service training).

4. Preparation for Implementative Technical Manual for Inclusive

Education

Education system in Indonesia is adopting the pattern of increasing in class

and graduation. Implementation of inclusive education, especially for CSN

who have intellectual disabilities facing aspect of this assessment. For that

reason, the technical guidelines is made more operationally, particularly for

its curriculum, learning and assessment for types of special needs which is

required specifically by implementing inclusive education in the field. In

addition to that, the Regulation of Minister of National Education is also to

be arranged regarding appraisal and graduation issues for CSN. For such,


the expectation is that the draft of Inclusive Education sets the problem

assessment and graduation is to be validated within immediate time. Thus,

if it is signed then the assessment problem can be resolved. Although the

Regulation of Minister of National Education has been signed as an

organizational fundamental for inclusive education, but the technical

guidelines outlining the Regulation of Minister of National Education still ne

important to implement the Inclusive Education.

IV. References

• The 1945 Constitution of the Republic of Indonesia;

• Act No. 4 Year 1997 on People with Disabilities;

• Act No.23 Year 2002 on Child Protection;


• Act of the Republic of Indonesia No. 20 Year 2003 on National Education System;

• Act of the Republic of Indonesia No. 28 Year 2002 on Construction Building

• Draft of Government Regulation on Education Organization and Management.

• Draft of Regulation of Minister of National Education on Inclusive Education;

• 2004 Bandung Declaration (Indonesia Towards to Inclusive Education);

• Circular Letter of Director General of Primary and Secondary Education No.380/ C.C6/MN/2003 concerning Inclusive Education;

• Bukittinggi Declaration (International) of 2005;

• Guideline of The Implementation of Inclusive Education;

• Law No. 4 of Year 1997 regarding Persons with Disabilities;

• Law No. 1 of Year 2000 regarding Ratification of ILO Convention Number No. 182 regarding Prohibition and Immediate Action for Elimination of the Worst Forms of Work for Children;

• Strategic Planning of the Ministry of National Education 2004-2009;

• Yayasan Bina Swadaya - JICA. Country Profile Study on Persons with Disabilities 2001;

• World Bank, World Development Report 2000-2001;

• Indonesian Statistic (Statistical Yearbook of Indonesia) 2008;

• SUSENAS 2005;

• UNDP, Human Development Report 2001;

• UNDP, Human Development Report 2000;

• UNESCO, Institute for Statistic, 2007;

• Summary of the National Education Data, 2008

• Ministry of Social Affairs, 2008

• Balitbang, PDIP, MONE and Directorate of Special Education.


Table 1: Number of Pupils of Primary and Junior Secondary School Aged Children with Disabilities by Sex and Province, Year

2007/2008

Special School Inclusive School

Primary School Junior Secondary School Primary School Junior Secondary

School No. Province

Male Female Total Male Female Total Male

Female Total Male

Female Total

Total

1 DKI Jakarta 1,634 1,282 2,916 489 358 847 267 194 461 5 3 8 4,232 2 West Java 4,506 3,566 8,072 1,178 960 2,138 901 720 1,621 46 31 77 11,908 3 Banten 759 652 1,411 254 183 437 807 413 1,220 9 11 20 3,088 4 Central Java 3,682 3,061 6,743 818 667 1,485 1,492 1,097 2,589 151 134 285 11,102 5 DI Yogyakarta 1,027 742 1,769 308 236 544 635 345 980 28 12 40 3,333 6 East Java 4,647 3,261 7,908 1,176 915 2,091 843 557 1,400 145 81 226 11,625

7 Nangroe Aceh Drsslm 743 591 1,334 168 126 294 6 6 12 3 3 6 1,646

8 North Sumatera 1,074 760 1,834 97 78 175 121 110 231 9 11 20 2,260 9 West Sumatera 1,390 1,079 2,469 162 129 291 399 306 705 13 13 26 3,491 10 Riau 380 359 739 57 58 115 16 16 32 - - - 886 11 Riau Island 103 70 173 16 16 32 - - - - - - 205 12 Jambi 262 179 441 43 8 51 70 51 121 7 - 7 620 13 South Sumatra 512 392 904 112 76 188 240 155 395 6 4 10 1,497

14 Bangka Belitung 162 135 297 21 39 60 23 22 45 6 5 11 413

15 Bengkulu 227 175 402 16 12 28 15 15 30 - - - 460 16 Lampung 306 277 583 75 53 128 197 150 347 8 8 16 1,074 17 South 265 199 464 46 16 62 65 45 110 7 3 10 646


Special School Inclusive School

Primary School Junior Secondary School Primary School Junior Secondary

School No. Province

Male Female Total Male Female Total Male

Female Total Male

Female Total

Total

Kalimantan

18 Central Kalimantan 220 178 398 38 27 65 30 26 56 4 4 8 527

19 West Kalimantan 475 368 843 98 90 188 118 42 160 3 2 5 1,196

20 East Kalimantan 402 275 677 107 66 173 9 8 17 41 41 82 949

21 North Sulawesi 164 120 284 17 16 33 129 102 231 10 2 12 560 22 Gorontalo 246 215 461 7 3 10 21 19 40 18 14 32 543

23 Central Sulawesi 204 155 359 40 30 70 29 20 49 - - - 478

24 South Sulawesi 903 626 1,529 134 70 204 311 267 578 25 25 50 2,361 25 West Sulawesi 70 46 116 - - - 19 13 32 12 12 24 172

26 South East Sulawesi 338 290 628 54 26 80 21 19 40 - - - 748

27 Maluku 171 121 292 20 28 48 - - - - - - 340 28 North Maluku 234 163 397 20 25 45 54 34 88 - - - 530 29 Bali 423 264 687 120 83 203 18 10 28 - - - 918

30 West Nusa Tenggara 531 502 1,033 112 95 207 700 667 1,367 137 117 254 2,861

31 East Nusa Tenggara 700 486 1,186 53 43 96 335 240 575 65 15 80 1,937

32 Papua 179 197 376 42 39 81 15 15 30 - - - 487 33 West Papua 39 39 78 - - - - - - - - - 78 INDONESIA 26,978 20,825 47,803 5,898 4.571 10,469 7,906 5,684 13,590 758 551 1.309 73,171


Table 2: Number of Pupils by Age-Group, Precentage and Province, Year 2007/2008

No Province <= 6 Year % 7 - 12

Year % =>13 Year % Total

1 DKI Jakarta 121,912 14.86 688,563 83.91 10,080 1.23 820,555

2 West Java 434,096 9.81 3,896,068 88.08 92,934 2.10 4,423,098

3 Banten 132,893 11.04 1,041,148 86.51 29,494 2.45 1,203,535

4 Central Java 467,055 13.65 2,776,119 81.16 177,503 5.19 3,420,677

5 DI Yogyakarta 33,913 11.43 255,226 86.06 7,440 2.51 296,579

6 East Java 314,621 9.59 2,864,394 87.35 100,214 3.06 3,279,229

7 Nangroe Aceh Drsslm

78,324 14.17 464,914 84.11 9,535 1.72 552,773

8 North Sumatera 243,045 13.29 1,529,351 83.62 56,600 3.09 1,828,996

9 West Sumatera 53,481 8.10 573,267 86.85 33,319 5.05 660,067

10 Riau 80,939 11.79 581,267 84.67 24,315 3.54 686,521

11 Riau Island 16,779 11.14 128,798 85.54 4,987 3.31 150,564

12 Jambi 45,226 11.55 336,360 85.93 9,827 2.51 391,413

13 South Sumatra 127,754 13.77 773,302 83.32 27,008 2.91 928,064

14 Bangka Belitung 21,126 14.92 114,782 81.05 5,711 4.03 141,619

15 Bengkulu 27,264 11.36 200,576 83.58 12,127 5.05 239,967

16 Lampung 104,410 9.84 926,497 87.29 30,486 2.87 1,061,393

17 South Kalimantan 73,643 11.57 518,871 81.52 43,944 6.90 636,458

18 Central Kalimantan

35,947 12.32 243,528 83.46 12,305 4.22 291,780

19 West Kalimantan 51,394 12.67 336,696 83.00 17,581 4.33 405,671

20 East Kalimantan 69,878 16.88 328,964 79.48 15,074 3.64 413,916

21 North Sulawesi 49,424 19.14 205,336 79.51 3,478 1.35 258,238

22 Gorontalo 12,516 8.12 133,560 86.65 8,056 5.23 154,132

23 Central Sulawesi 41,268 12.26 288,186 85.59 7,244 2.15 336,698

24 South Sulawesi 130,937 12.81 872,490 85.33 19,025 1.86 1,022,452

25 West Sulawesi 17,098 10.57 141,179 87.24 3,544 2.19 161,821

26 South East Sulawesi

44,206 13.17 283,720 84.51 7,804 2.32 335,730

27 Maluku 41,343 16.88 198,132 80.89 5,473 2.23 244,948

28 North Maluku 21,722 13.71 132,163 83.40 4,576 2.89 158,461

29 Bali 48,145 11.73 354,525 86.40 7,644 1.86 410,314

30 West Nusa Tenggara

56,283 9.81 496,084 86.49 21,204 3.70 573,571

31 East Nusa Tenggara 72,928 9.78 603,650 80.96 69,020 9.26 745,598

32 Papua 33,391 11.78 233,075 82.26 16,877 5.96 283,343

33 West Papua 15,116 13.84 82,833 75.82 11,297 10.34 109,246


INDONESIA 3,118,077 11.71 22,603,624 84.89 905,726 3.40 26,627,427

Source: PDIP, Balitbang, MONE

Table 3: Number of Pupils by Sex on Primary and Secondary School, Year 2007/2008

Regular School

Primary School Junior Secondary School No. Province

Total Male Female Total Male Female

1 DKI Jakarta 820.555 423.107 397.448 381.412 192.690 188.722

2 West Java 4.423.098 2.264.909 2.158.189 1.309.897 668.204 641.693

3 Banten 1.203.535 621.134 582.401 339.145 177.764 161.381

4 Central Java 3.420.677 1.770.535 1.650.142 1.229.409 626.453 602.956

5 DI Yogyakarta 296.579 154.347 142.232 137.785 70.568 67.217

6 East Java 3.279.229 1.697.093 1.582.136 1.154.856 596.624 558.232

7 Nangroe Aceh Drsslm 552.773 278.789 273.984 217.722 110.206 107.516

8 North Sumatera 1.828.996 962.295 866.701 642.979 328.740 314.239

9 West Sumatera 660.067 342.790 317.277 201.608 100.631 100.977

10 Riau 686.521 355.342 331.179 179.642 91.377 88.265

11 Riau Island 150.564 78.692 71.872 47.230 24.119 23.111

12 Jambi 391.413 202.225 189.188 105.999 53.962 52.037

13 South Sumatra 928.064 478.074 449.990 310.002 156.886 153.116

14 Bangka Belitung 141.619 72.619 69.000 40.594 19.843 20.751

15 Bengkulu 239.967 123.747 116.220 82.040 42.088 39.952

16 Lampung 1.061.393 542.216 519.177 291.246 146.806 144.440

17 South Kalimantan 636.458 323.927 312.531 181.156 90.532 90.624

18 Central Kalimantan 291.780 151.174 140.606 69.994 35.862 34.132

19 West Kalimantan 405.671 210.002 195.669 110.190 57.171 53.019

20 East Kalimantan 413.916 210.132 203.784 142.138 72.457 69.681

21 North Sulawesi 258.238 133.305 124.933 99.509 50.193 49.316

22 Gorontalo 154.132 97.473 74.659 39.281 19.527 19.754

23 Central Sulawesi 336.698 174.178 162.520 90.336 46.415 43.921

24 South Sulawesi 1.022.452 523.558 498.894 313.530 158.215 155.315

25 West Sulawesi 161.821 83.330 78.491 41.343 19.891 21.452

26 South East Sulawesi

335.730 172.156 163.574 104.032 53.069 50.963

27 Maluku 244.948 127.378 117.570 76.227 38.579 37.648

28 North Maluku 158.461 82.412 76.049 39.943 20.954 18.989

29 Bali 410.314 213.822 196.492 154.842 79.325 75.517

30 West Nusa Tenggara

573.571 295.260 278.311 159.193 82.960 76.233


31 East Nusa Tenggara

745.598 384.442 361.156 202.721 100.490 102.231

32 Papua 283.343 155.563 127.780 91.647 48.480 43.167

33 West Papua 109.246 56.967 52.279 26.658 13.887 12.771

INDONESIA 26.627.427 13.762.993 12.882.434 8.614.306 4.394.968 4.219.338

Source: Data Statistic from PDIP, MONE Table 4:

Number of Pupils by Level of Education and Province, Special School, Status of School: Public + Private, Year 2007/2008

Level of Education

No. Province Kindergarte

n

Primary

School

Junior Secondary School

Senior Secondary School

Total

1 DKI Jakarta 820 2,916 847 584 5,167 2 West Java 1,449 8,072 2,138 1,130

12,789 3 Banten 178 1,411 437 291

2,317 4 Central Java 808 6,743 1,485 600 9,636 5 DI Yogyakarta 445 1,769 544 332 3,090 6 East Java 1,527 7,908 2,091 911

12,437 7 Nangroe Aceh

Drsslm 20 1,334 294 120 1,768

8 North Sumatera

304 1,834 175 33 2,346

9 West Sumatera 405 2,469 291 30 3,195 10 Riau 134 739 115 23 1,011 11 Riau Island 34 173 32 5 244 12 Jambi 14 441 51 37 543 13 South Sumatra 222 904 188 75 1,389 14 Bangka

Belitung 37 297 60 26 420

15 Bengkulu 15 402 28 - 445 16 Lampung 121 583 128 26 858 17 West

Kalimantan 68 464 62 22 616


47 398 65 16 526

19 South Kalimantan

53 843 188 47 1,131

20 East Kalimantan

106 677 173 65 1,021

21 North Sulawesi 78 284 33 9 404


22 Gorontalo - 461 10 11 482 23 Central

Sulawesi 3 359 70 11 443

24 South Sulawesi 106 1,529 204 57 1,896 25 West Sulawesi - 116 - - 116 26 South East

Sulawesi 45 628 80 23 776

27 Maluku 82 292 48 - 422

28 North Maluku 9 397 45 51 502 29 Bali 127 687 203 82 1,099 30 West Nusa

Tenggara 155 1,033 207 24 1,419


80 1,186 96 36 1,398

32 Papua 9 376 81 47 513 33 West Papua 4 78 - - 82

INDONESIA 7,505 47,803 10,469 4,724 70,501 Source: Balitbang, PDIP, MONE

Table 5: Number of Pupils by Level of Education and Province, Special School,

Status of School: Private, Year 2007/2008 Level of Education

No. Province Kindergarten

Primary



Total

1 DKI Jakarta 788 2.523 770 567 4.648 2 West Java 1.209 6.774 1.765 911 10.659 3 Banten 175 1.199 367 281 2.022 4 Central Java 748 4.108 1.412 553 6.821 5 DI Yogyakarta 338 1.291 347 210 2.186 6 East Java 1.500 5.692 1.895 866 9.953

7 Nangroe Aceh Drsslm 20 503 294 120 937

8 North Sumatera 206 988 142 27 1.363 9 West Sumatera 387 1.766 255 23 2.431 10 Riau 99 356 82 21 558 11 Riau Island 25 136 29 5 195 12 Jambi 14 155 51 37 257 13 South Sumatra 187 423 159 55 824 14 Bangka Belitung 22 49 7 - 78 15 Bengkulu 15 88 19 - 122 16 Lampung 57 373 110 24 564


17 West Kalimantan 62 276 56 22 416

18 Central Kalimantan - 30 14 - 44

19 South Kalimantan 32 283 173 42 530 20 East Kalimantan 87 330 144 60 621 21 North Sulawesi 78 195 27 9 309 22 Gorontalo - - - 9 9 23 Central Sulawesi 3 110 22 11 146 24 South Sulawesi 95 669 159 40 963 25 West Sulawesi - 41 - - 41

26 South East Sulawesi 45 307 50 23 425

27 Maluku 31 112 19 - 162 28 North Maluku 9 83 42 51 185 29 Bali 62 333 125 48 568

30 West Nusa Tenggara 60 579 122 8 769

31 East Nusa Tenggara 58 147 66 35 306

32 Papua 6 127 3 28 164 33 West Papua 4 5 - - 9 INDONESIA 6.422 30.051 8.726 4.086 49.285 Source: Balitbang, PDIP, MONE

Table 6: Number of Pupils by Level of Education and Province, Special School,

Status of School: Public, Year 2007/2008

Level of Education

No. Province Kindergarten Primary



Total

1 DKI Jakarta 32 393 77 17 519 2 West Java 240 1.298 373 219 2.130 3 Banten 3 212 70 10 295 4 Central Java 60 2.635 73 47 2.815 5 DI Yogyakarta 107 478 197 122 904 6 East Java 27 2.216 196 45 2.484

7 Nangroe Aceh Drsslm - 831 - - 831

8 North Sumatera 98 846 33 6 983 9 West Sumatera 18 703 36 7 764 10 Riau 35 383 33 2 453 11 Riau Island 9 37 3 - 49 12 Jambi - 286 - - 286


13 South Sumatra 35 481 29 20 565 14 Bangka Belitung 15 248 53 26 342 15 Bengkulu - 314 9 - 323 16 Lampung 64 210 18 2 294 17 West Kalimantan 6 188 6 - 200

18 Central Kalimantan 47 368 51 16 482

19 South Kalimantan 21 560 15 5 601

20 East Kalimantan 19 347 29 5 400 21 North Sulawesi - 89 6 - 95 22 Gorontalo - 461 10 2 473 23 Central Sulawesi - 249 48 - 297 24 South Sulawesi 11 860 45 17 933 25 West Sulawesi - 75 - - 75

26 South East Sulawesi - 321 30 - 351

27 Maluku 51 180 29 - 260 28 North Maluku - 314 3 - 317 29 Bali 65 354 78 34 531

30 West Nusa Tenggara 95 454 85 16 650

31 East Nusa Tenggara 22 1.039 30 1 1.092

32 Papua 3 249 78 19 349 33 West Papua - 73 - - 73 INDONESIA 1.083 17.752 1.743 638 21.216

Source: Balitbang, PDIP, MONE Table 7:

Number of Pupils by Level of Education and Province, Inclusive School, Status of School: Public + Private, Year 2007/2008

Inclusive School

No. Province Kinder-garten Primary



Total

1 DKI Jakarta - 461 8 9 478 2 West Java - 1.621 77 24 1.722 3 Banten - 1.220 20 77 1.317 4 Central Java - 2.589 285 20 2.894 5 DI Yogyakarta - 980 40 24 1.044 6 East Java - 1.400 226 36 1.662 7 Nangroe Aceh Drsslm 12 6 - 18 8 North Sumatera - 231 20 - 251


9 West Sumatera - 705 26 1 732 10 Riau 32 - - 32 11 Riau Island - - - - 12 Jambi - 121 7 - 128 13 South Sumatra - 395 10 - 405 14 Bangka Belitung - 45 11 - 56 15 Bengkulu 30 - - 30 16 Lampung - 347 16 4 367 17 South Kalimantan - 110 10 2 122 18 Central Kalimantan - 56 8 - 64 19 West Kalimantan - 160 5 - 165 20 East Kalimantan - 17 82 2 101 21 North Sulawesi - 231 12 - 243 22 Gorontalo - 40 32 34 106 23 Central Sulawesi - 49 - - 49 24 South Sulawesi - 578 50 - 628 25 West Sulawesi - 32 24 - 56 26 South East Sulawesi - 40 - - 40 27 Maluku - - - 1 1 28 North Maluku - 88 - - 88 29 Bali - 28 - - 28 30 West Nusa Tenggara - 1.367 254 - 1.621 31 East Nusa Tenggara - 575 80 11 666 32 Papua - 30 - - 30 33 West Papua - - - - -

INDONESIA - 13.590 1.309 245 15.144 Source: Statistic Data from Directorate of Special Schools


Table 8: Number of Pupils by Type of Handicapped and Province, Year 2007/2008

Blin

d

Deaf

Men

tally

Re

tarte

d

Phys

ical

Ha

dica

pped

Mal

- Adj

uste

d

Mul

tiple

Ha

ndic

appe

d

Aut

ism

No.

Province

A B C D E G Aut

Mix

ed Ty

pe o

f Ha

ndic

appe

d

Tota

l

1 DKI Jakarta 119 1.006 1.158 - 37 68 63 2.716 5.167 2 West Java 208 879 272 - - 64 52 11.314 12.789 3 Banten - 215 344 - 192 - - 1.566 2.317 4 Central Java 87 1.159 845 106 156 - - 7.283 9.636 5 DI Yogyakarta 32 164 134 - 22 8 51 2.679 3.090 6 East Java 131 1.119 748 50 - 31 117 10.241 12.437 7 Nangroe Aceh

Drsslm 16 22 16 - - - - 1.714 1.768

8 North Sumatera 103 196 211 36 - - - 1.800 2.346 9 West Sumatera 23 70 - - - - 175 2.927 3.195 10 Riau - - 17 - - - - 994 1.011 11 Riau Island - - - - - - - 244 244 12 Jambi - - - - - - - 543 543 13 South Sumatra 36 132 129 - 80 - 180 832 1.389 14 Bangka Belitung - - - - - - - 420 420 15 Bengkulu - - - - - - - 445 445 16 Lampung 26 - - - - - - 832 858 17 West Kalimantan - 139 17 - - - - 460 616 18 Central

Kalimantan - - - - - - - 526 526

19 South Kalimantan 31 - - - - - - 1.100 1.131 20 East Kalimantan 2 84 - - - - - 935 1.021 21 North Sulawesi 34 37 39 - - - - 294 404 22 Gorontalo - - - - - - - 482 482 23 Central Sulawesi 75 - - - - - - 443 518 24 South Sulawesi - 74 - - - - - 1.747 1.821 25 West Sulawesi - - - - - - - 116 116 26 South East

Sulawesi - - - - - - - 776 776

27 Maluku - 30 - - - - - 392 422 28 North Maluku - - - - - - - 502 502 29 Bali 46 202 262 - - - - 589 1.099 30 West Nusa

Tenggara 70 - - - - - - 1.349 1.419


66 82 61 37 - - - 1.152 1.398


32 Papua - - - - - - - 513 513 33 West Papua - - - - - - - 82 82 INDONESIA 1.105 5.610 4.253 229 487 171 638 58.008 70.501 Source: Statistic Data from PDIP, MONE

Table 9: Comparison between Number of Pupils in Primary and Secondary School

and Province, Special School and Regular School, Year 2007/2008

Special School Regular School

No. Province Primary


Primary Junior Secondary School

Total

1 DKI Jakarta 2.916 847 820.555 381.412 1.205.730 2 West Java 8.072 2.138 4.423.098 1.309.897 5.743.205 3 Banten 1.411 437 1.203.535 339.145 1.544.528 4 Central Java 6.743 1.485 3.420.677 1.229.409 4.658.314 5 DI Yogyakarta 1.769 544 296.579 137.785 436.677 6 East Java 7.908 2.091 3.279.229 1.154.856 4.444.084

7 Nangroe Aceh Drsslm 1.334 294 552.773 217.722 772.123

8 North Sumatera 1.834 175 1.828.996 642.979 2.473.984 9 West Sumatera 2.469 291 660.067 201.608 864.435 10 Riau 739 115 686.521 179.642 867.017 11 Riau Island 173 32 150.564 47.230 197.999 12 Jambi 441 51 391.413 105.999 497.904 13 South Sumatra 904 188 928.064 310.002 1.239.158 14 Bangka Belitung 297 60 141.619 40.594 182.570 15 Bengkulu 402 28 239.967 82.040 322.437 16 Lampung 583 128 1.061.393 291.246 1.353.350 17 South Kalimantan 464 62 636.458 181.156 818.140

18 Central Kalimantan 398 65 291.780 69.994 362.237

19 West Kalimantan 843 188 405.671 110.190 516.892 20 East Kalimantan 677 173 413.916 142.138 556.904 21 North Sulawesi 284 33 258.238 99.509 358.064 22 Gorontalo 461 10 154.132 39.281 193.884 23 Central Sulawesi 359 70 336.698 90.336 427.463 24 South Sulawesi 1.529 204 1.022.452 313.530 1.337.715 25 West Sulawesi 116 - 161.821 41.343 203.280

26 South East Sulawesi 628 80 335.730 104.032 440.470

27 Maluku 292 48 244.948 76.227 321.515 28 North Maluku 397 45 158.461 39.943 198.846 29 Bali 687 203 410.314 154.842 566.046

30 West Nusa Tenggara 1.033 207 573.571 159.193 734.004


31 East Nusa Tenggara 1.186 96 745.598 202.721 949.601

32 Papua 376 81 283.343 91.647 375.447 33 West Papua 78 - 109.246 26.658 135.982 INDONESIA 47.803 10.469 26.627.427 8.614.306 35.300.005


Table 10: Comparison between Number of Pupils in Special School and Inclusive

School and Province, Year 2007/2008

No. Province Disabled

Children in Inclusive School

% Disabled

Children in Special School

%

1 DKI Jakarta 478 3,16 5.167 7,33 2 West Java 1.722 11,37 12.789 18,14 3 Banten 1.317 8,70 2.317 3,29 4 Central Java 2.894 19,11 9.636 13,67 5 DI Yogyakarta 1.044 7,00 3.090 4,38 6 East Java 1.662 10,98 12.437 17,64 7 Nangroe Aceh

Drsslm 18 0,12 1.768 2,51

8 North Sumatera 251 1,66 2.346 3,33 9 West Sumatera 732 4,83 3.195 4,53 10 Riau 32 0,21 1.011 1,43 11 Riau Island -

- 244 0,35

12 Jambi 128 0,85 543 0,77 13 South Sumatra 405 2,68 1.389 1,97 14 Bangka Belitung 56 0,37 420 0,60 15 Bengkulu 30 0,20 445 0,63 16 Lampung 367 2,42 858 1,22 17 South Kalimantan 122 0,81 616 0,87 18 Central Kalimantan 64 0,42 526 0,75 19 West Kalimantan 165 1,09 1.131 1,60 20 East Kalimantan 101 0,67 1.021 1,45 21 North Sulawesi 243 1,61 404 0,57 22 Gorontalo 106 0,70 482 0,68 23 Central Sulawesi 49 0,32 443 0,63 24 South Sulawesi 628 4,15 1.896 2,69 25 West Sulawesi 56 0,10 116 0,16 26 South East Sulawesi 40 0,26 776 1,10 27 Maluku 1 0,01 422 0,60 28 North Maluku 88 0,58 502 0,71 29 Bali 28 0,18 1.099 1,56 30 West Nusa

Tenggara 1.621 10,85 1.419 2,01



666 4,40 1.398 1,98

32 Papua 30 0,20 513 0,73 33 West Papua -

- 82 0,12

INDONESIA 15.144 100,00

70.501 100,00


• Presentage of Number of Inclusive Primary School compared with regular Primary School and Inclusive Junior High School with regular Junior High School (Tabel 11)

Table 11: Comparison between Number of Pupils in Special School and Inclusive School and Percentage on Primary and Secondary School by Province,

Year 2007/2008

Inclusive School Regular School

No. Province Primar

y School

%

Junior Second

ary School

% Primary School %


%

1 DKI Jakarta 461 3,39 8 0,61 820.555 3,08 381.412 4,43 2 West Java 1.621 11,93 77 5,88 4.423.098 16,61 1.309.897 15,21 3 Banten 1.220 8,98 20 1,53 1.203.535 4,52 339.145 3,94 4 Central Java 2.589 19,05 285 21,77 3.420.677 12,85 1.229.409 14,27 5 DI Yogyakarta 980 7,21 40 3,06 296.579 1,11 137.785 1,60 6 East Java 1.400 10,30 226 17,27 3.279.229 12,32 1.154.856 13,41 7 Nangroe Aceh

Drsslm 12 0,09 6 0,46 552.773 2,08 217.722 2,53

8 North Sumatera

231 1,70 20 1,53 1.828.996 6,87 642.979 7,46

9 West Sumatera 705 5,19 26 1,99 660.067 2,48 201.608 2,34 10 Riau 32 0,24 - - 686.521 2,58 179.642 2,09 11 Riau Island - - - - 150.564 0,57 47.230 0,55 12 Jambi 121 0,89 7 0,53 391.413 1,47 105.999 1,23 13 South Sumatra 395 2,91 10 0,76 928.064 3,49 310.002 3,60 14 Bangka

Belitung 45 0,33 11 0,84 141.619 0,53 40.594 0,47

15 Bengkulu 30 0,22 - - 239.967 0,90 82.040 0,95 16 Lampung 347 2,55 16 1,22 1.061.393 3,99 291.246 3,38 17 South

Kalimantan 110 0,81 10 0,76 636.458 2,39 181.156 2,10


56 0,41 8 0,61 291.780 1,10 69.994 0,81


19 West Kalimantan

160 1,18 5 0,38 405.671 1,52 110.190 1,28

20 East Kalimatan 17 0,13 82 6,26 413.916 1,55 142.138 1,65 21 North Sulawesi 231 1,70 12 0,92 258.238 0,97 99.509 1,16 22 Gorontalo 40 0,29 32 2,44 154.132 0,58 39.281 0,46 23 Center Sulawesi 49 0,36 - - 336.698 1,26 90.336 1,05 24 South Sulawesi 578 4,25 50 3,82 1.022.452 3,84 313.530 3,64 25 West Sulawesi 32 0,24 24 1,83 161.821 0,61 41.343 0,48 26 South East

Sulawesi 40 0,29 - - 335.730 1,26 104.032 1,21

27 Maluku - - - - 244.948 0,92 76.227 0,88 28 North Maluku 88 0,65 - - 158.461 0,60 39.943 0,46 29 Bali 28 0,21 - - 410.314 1,54 154.842 1,80 30 West Nusa

Tenggara 1.367 10,06 254 19,40 573.571 2,15 159.193 1,85

31 East Nusa Tenggara 575 4,23 80 6,11 745.598 2,80 202.721 2,35

32 Papua 30 0,22 - - 283.343 1,06 91.647 1,06 33 West Papua - - - - 109.246 0,41 26.658 0,31 INDONESIA 13.590 100 1.309 100 26.627.427 100 8.614.306 100



LIST OF SUBSIDY BY TYPE AND PROVINCE, YEAR 2006, 2007 AND 2008 YEAR 2006

PROVINSI

No.

TYPES OF

SUBSIDY

DK

I JA

KA

RTA

JAB

AR

JATE

NG

DI

YO

GY

AK

AR

TA

JATI

M

NA

D

SUM

UT

SUM

BA

R

RIA

U

SUM

SEL

BA

BEL

LAM

PU

NG

BEN

GK

ULU

JAM

BI

KA

LTEN

G

KA

LSEL

KA

LBA

R

KA

LTIM

SULU

T

GO

RO

NTA

LO

SULT

ENG

SULS

EL

SULT

RA

BA

LI

NTB

NTT

MA

LUK

U

MA

LUK

U U

TAR

A

PA

PU

A

KEP

RI

BA

NTE

N

PA

PU

A B

AR

AT

SULB

AR

1 School

Rehabilita-tion

1 2 3 2 2 1 1 1 1 1 1 1 1 1 1

2 MIS develop-ment

3 3 3 2 1 1 1 2 1 1 1 1 2 1 2 1 1 1 1 1 1 2 1 2 1 1 1 1 1 1 1 1

3 Building New Classroom

1 15 2 1 1 1 1 1 1 1 1 1 1 1 1 1

4 Additional New Classroom

2 5 7 1 1 2 1 2 2 1 1 1 1 1 1 1 2 1 2 1

5 Environ-ment Program

5 8 1 3 2 2 5 2 2 2 4 2 2 1 2 4 2 2 3 3 2 2 2 4

6 Life Skil Program 14 13 10 9 4 3 7 4 2 2 2 2 2 2 3 2 2 2 5 2 3 6 2 2 2 2 1 4

7 Operation-al Workshop

1 1 2 1 2 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

8 Life Skil Provision 1 3 5 9 6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

TOTAL 11 34 31 45 22 8 10 15 12 8 4 13 4 7 9 12 4 10 8 8 7 16 8 11 14 10 5 7 8 5 13 0 3


YEAR 2007

PROVINCE

No.

TYPES OF SUBSIDY

DK

I JA

KA

RTA

JAB

AR

JATE

NG

DI

YO

GY

AK

AR

TAJA

TIM

NA

D

SUM

UT

SUM

BA

R

RIA

U

SUM

SEL

BA

BEL

LAM

PU

NG

BEN

GK

ULU

JAM

BI

KA

LTEN

G

KA

LSEL

KA

LBA

R

KA

LTIM

SULU

T

GO

RO

NTA

LO

SULT

ENG

SULS

EL

SULT

RA

BA

LI

NTB

NTT

MA

LUK

U

MA

LUK

U

UTA

RA

PA

PU

A

KEP

RI

BA

NTE

N

PA

PU

A B

AR

AT

SULB

AR

1 Building New Classroom 2 5 9 5 2 1 1 3 2 1 2 1 1 3 1 2 1 1 2 1 2 1 1 1 1 2 1

2

Provision of non academic tools for gifted children

10 19 12 7 13 4 2 5 4 3 1 4 3 2 2 4 1 4 4 2 4 6 10 5 2 2 3 1 1 8 2

3 sub-Centre of Braille 1 3 4 1 4 2 2 2 2 1 1 1 2 2 1 1 1 1 2 3 1 1 1

4 Management of PLK 43 30 9 13 20 1 1 3 1 7 4 3 4 5 1 1 3 6 2 1 3 12

5 Infrastructure and accesibility

1 1 2 1 1 1 1 1 1 1 1 1

6 Operation of Centre Braille

1 1 1 1 1 1 1 1 1

7 ISO 1 1 1 1 1 1 1 1 1 1 1 1 1 8 MIS PK/PLK 8 8 5 3 3 2 2 2 2 1 1 2 2 2 1 3 2 2 2 2 2 2 2 2 2 1 2 1 1 1 2 1 1

9 Olympiade and Festival 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

10 Backstopp-ing 22 60 54 39 44 7 6 7 4 4 1 5 6 4 2 4 10

11 Provision of Lab Math and Scence

47 9 14 8 2 3 1 2 2 1 2 4 3 1 2 3 2 1 1 1 8 2

12 Provision of Library room 13 6 10 6 11 1 2 1


PROVINCE

No.

TYPES OF SUBSIDY

DK

I JA

KA

RTA

JAB

AR

JATE

NG

DI

YO

GY

AK

AR

TAJA

TIM

NA

D

SUM

UT

SUM

BA

R

RIA

U

SUM

SEL

BA

BEL

LAM

PU

NG

BEN

GK

ULU

JAM

BI

KA

LTEN

G

KA

LSEL

KA

LBA

R

KA

LTIM

SULU

T

GO

RO

NTA

LO

SULT

ENG

SULS

EL

SULT

RA

BA

LI

NTB

NTT

MA

LUK

U

MA

LUK

U

UTA

RA

PA

PU

A

KEP

RI

BA

NTE

N

PA

PU

A B

AR

AT

SULB

AR

13

School manage-ment for gifted children

33 26 18 7 7 1 1 3 1 2 4 5 4 2 2 1 3 1 2 4 7 1

14

Provision of book and toolkit (library)

9 9 3 5 2 1 1 1 1 1 1

15 New School for Gifted 28 10 21 1 6 2 1 2 1 2 2 3 2 1 3 3 1 1 1

16 Backstopp-ing for aritmatika

147 200

17 Braille Novel 1 1 3 1 2

18

Networking with 9 Universities *)

3 4 3 2 3 1 1 1

19 Life Skill Training 21 10 1 4 1 1 1 1 1 3

20 Additional life skill room

1 3 2 1 1 1 1 1 1 2 1 1 1 1 2 1 1 1 1 1 1 1 1 1

21 Provision tool of PLK 14 30 7 2 12 2 4 1 1 2 1 1 2 1 2 1 3

22 School manage-ment

6 9 9 5 6 1 4 3 2 1 2 6 2 2 2 2 2 5 1 1 1 4 2 4 5 2 1 2 2 3

23 Workshop Facility 14 7 8 3 5 2 2 4 3 2 1 5 1 1 1 3 2 2 3 3 1 3 2 2 3 1 1 1 2 3 2

24

New PLK School in border area

2 4 2 1


PROVINCE

No.

TYPES OF SUBSIDY

DK

I JA

KA

RTA

JAB

AR

JATE

NG

DI

YO

GY

AK

AR

TAJA

TIM

NA

D

SUM

UT

SUM

BA

R

RIA

U

SUM

SEL

BA

BEL

LAM

PU

NG

BEN

GK

ULU

JAM

BI

KA

LTEN

G

KA

LSEL

KA

LBA

R

KA

LTIM

SULU

T

GO

RO

NTA

LO

SULT

ENG

SULS

EL

SULT

RA

BA

LI

NTB

NTT

MA

LUK

U

MA

LUK

U

UTA

RA

PA

PU

A

KEP

RI

BA

NTE

N

PA

PU

A B

AR

AT

SULB

AR

25 Capital for PLK's Children

9 13 5 11 11 1 1 1 1 2 2 2 1 4 2 2 1 1 6

26 Accosiation of PK - PLK 12 4 4 2 4 1 2 1 1 1 1

27 Capital for Special Schools

3 2 1 1 2 1 1 1 2 2

28 Management of Spiritual 3 5 6 2 12 1 1 2 2 2 1 3 1 1 1 1 4

29 Management of Special Schools

1 1 1 4 1 1 1 1 1 1 1 2

30

New School of Drug Abuse and HIV AIDS

2 3 1 4 9 1 2

31 New School for Children' Refugee

2 1 4 1 1 1 2

32 New School of Talented in Music

13 1 1 1 1

33 Life Skill in Science 4 1 2 2 6 1

34 Management of Inclusive School

8 10 33 11 12 6 4 3 2 6 1 3 3 6 2 4 3 2 5 1 3 5 7 1 3 6

35

Rehabilitation of Inclusive School's Accessibility

8 8 32 4 8 2 1 1 1 2 5 4 3 4 1 1 5

TOTAL 494 497 280 157 226 33 43 47 31 19 10 43 15 33 15 47 33 44 44 20 29 53 47 45 34 32 12 11 12 10 97 4 12


YEAR 2008

PROVINCE

No.

TYPES OF SUBSIDY

DK

I JA

KA

RTA

JAW

A B

AR

AT

JAW

A T

ENG

AH

DI

YO

GY

AK

AR

TA

JAW

A T

IMU

R

NA

D

SUM

ATE

RA

UTA

RA

SUM

ATE

RA

BA

RA

T

RIA

U

SUM

ATE

RA

SE

LATA

NB

AN

GK

A B

ELIT

UN

G

LAM

PU

NG

BEN

GK

ULU

JAM

BI

KA

LIM

AN

TAN

TE

NG

AH

KA

LIM

AN

TAN

SE

LATA

NK

ALI

MA

NTA

N

BA

RA

TK

ALI

MA

NTA

N

TIM

UR

SULA

WES

I U

TAR

A

GO

RO

NTA

LO

SULA

WES

I TE

NG

AH

SULA

WES

I SE

LATA

NSU

LAW

ESI

TEN

GG

AR

AB

ALI

NU

SA T

ENG

GA

RA

B

AR

AT

NU

SA T

ENG

GA

RA

TI

MU

RM

ALU

KU

MA

LUK

U U

TAR

A

PA

PU

A

KEP

ULA

UA

N R

IAU

BA

NTE

N

PA

PU

A B

AR

AT

SULA

WES

I B

AR

AT

1 Backstopping 12 5 4 4 11 1 1 2

2 Operation of Special School 14 29 18 23 24 1 1 20 8 1 1 1 1 1 3 8 2 5 1 1 4 5 1 2 3 1 8 3 3 2 6 2 1

3

Education Program for Students with disability

2 4 2 1 3 1 2 1 1

4 Development of Sign Language

1

5 E-learning for Special School 9 29 25 4 6 2 3 3 3 1 1 2 3 1 2 2 3 2 3 4 3 1 2 4 1 2 1 1 7 4

6 E-learning for Inclusive School

6 19 18 11 13 1 1 2 4 1 2 2 13

7 E-learning for Gifted and Talented

16 10 16 6 4 5 4 3 3 2 3 6 3 6 2 3 2 2 1 1 1

8 E-learning for PLK 8 11 1 2 1 1 1

9 ISO 1 2 2 1 1 1 1 1 1 1 1 1 1 1

10 Operation of PLK 6 3 1 3 1 1 2 1 1 2

11 Olympiade and Festival 6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

12 Management PLK 1

13 Teaching Material for Special School

18 32 28 20 30 3 5 10 4 6 1 4 2 1 2 5 4 5 3 1 2 11 2 2 7 2 2 2 1 1 7 2


PROVINCE

No.

TYPES OF SUBSIDY

DK

I JA

KA

RTA

JAW

A B

AR

AT

JAW

A T

ENG

AH

DI

YO

GY

AK

AR

TA

JAW

A T

IMU

R

NA

D

SUM

ATE

RA

UTA

RA

SUM

ATE

RA

BA

RA

T

RIA

U

SUM

ATE

RA

SE

LATA

NB

AN

GK

A B

ELIT

UN

G

LAM

PU

NG

BEN

GK

ULU

JAM

BI

KA

LIM

AN

TAN

TE

NG

AH

KA

LIM

AN

TAN

SE

LATA

NK

ALI

MA

NTA

N

BA

RA

TK

ALI

MA

NTA

N

TIM

UR

SULA

WES

I U

TAR

A

GO

RO

NTA

LO

SULA

WES

I TE

NG

AH

SULA

WES

I SE

LATA

NSU

LAW

ESI

TEN

GG

AR

AB

ALI

NU

SA T

ENG

GA

RA

B

AR

AT

NU

SA T

ENG

GA

RA

TI

MU

RM

ALU

KU

MA

LUK

U U

TAR

A

PA

PU

A

KEP

ULA

UA

N R

IAU

BA

NTE

N

PA

PU

A B

AR

AT

SULA

WES

I B

AR

AT

and Inclusive School

14 Infrastructure 16 27 22 20 21 3 3 3 6 5 1 3 2 4 4 2 7 3 2 10 6 4 4 3 4 3 2 1 8 2 3

15 Building New Classroom 10 11 15 12 10 2 2 7 2 3 2 3 1 3 1 2 3 1 3 4 2 2 3 5 2

16 Operation of Centre Braille 1 1 1 1 1 1 1 1 1

17 Operation of Sub-Centre Braille

1 3 4 1 4 1 2 1 1 2 1 1 2 1 2 1 1 1 2 1 2 2 1

18 School Management 2 3 2 1 1 1 1 1 1 1 1 1 1 1 2

19 Building New Workshop 1 5 4 1 3 2 1 1 1 1 1 1 1 3 1 1 3 1 2 2 2 1 1 1 2 2 1

20 Accosiation of PK - PLK 22 4 1 1 1

21 Digital Library 2 6 3 2 1 1 2 2 1 1 1 4 1 1 1 1 1 3 2 1 2 1 1 2 1 1 1 1 1 2

22 Operation of Inclusive School

12 11 18 5 9 2 3 5 3 3 1 5 1 1 1 5 2 4 5 2 4 4 3 5 1 2 1 5 2

23 Development of Inclusive School

5 15 42 24 21 4 3 3 2 4 4 2 4 2 2 6 3 3 2 1 11 2

24 New School for Street children 10 19 4 7 19 3 3 1 1 1 1 2 3 6

25 New School for Etnic Minority 9 2 3 6 2 1 9 1 1 1 1 1 1 9 1 2

26 Task Force for Gifted and Talented

2 4 4 3 4 2 3 3 1 2 1 1 4

27 New School for Gifted and Talented

12 10 23 3 22 8 1 4 1 2 1 7 1 5 3 7


PROVINCE

No.

TYPES OF SUBSIDY

DK

I JA

KA

RTA

JAW

A B

AR

AT

JAW

A T

ENG

AH

DI

YO

GY

AK

AR

TA

JAW

A T

IMU

R

NA

D

SUM

ATE

RA

UTA

RA

SUM

ATE

RA

BA

RA

T

RIA

U

SUM

ATE

RA

SE

LATA

NB

AN

GK

A B

ELIT

UN

G

LAM

PU

NG

BEN

GK

ULU

JAM

BI

KA

LIM

AN

TAN

TE

NG

AH

KA

LIM

AN

TAN

SE

LATA

NK

ALI

MA

NTA

N

BA

RA

TK

ALI

MA

NTA

N

TIM

UR

SULA

WES

I U

TAR

A

GO

RO

NTA

LO

SULA

WES

I TE

NG

AH

SULA

WES

I SE

LATA

NSU

LAW

ESI

TEN

GG

AR

AB

ALI

NU

SA T

ENG

GA

RA

B

AR

AT

NU

SA T

ENG

GA

RA

TI

MU

RM

ALU

KU

MA

LUK

U U

TAR

A

PA

PU

A

KEP

ULA

UA

N R

IAU

BA

NTE

N

PA

PU

A B

AR

AT

SULA

WES

I B

AR

AT

28 Backstopping of Gifted and Talented

3 4 8 4 10 1 1 2 1 1 1 1 1 2

29

Operation of School for gifted and Talented

11 19 23 6 11 1 5 3 2 6 3 1 4 3 4 3 2 2 3 4 2 1 1 4 1

30 New School for Children Worker

2 11 1 1 11 1 1 2 2 1 1 2 1 6 1 1

TOTAL 212 307 292 163 250 31 38 78 40 33 11 46 28 42 14 48 23 52 55 17 29 67 30 27 44 41 18 14 14 13 94 5 18

national report on the provision of inclusive quality ... · national report on the provision of...

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