Inclusion School Education Facilities And Infrastructure

Simorangkir, Melda Rumia Rosmery (2021) Inclusion School Education Facilities And Infrastructure. International Journal of Humanities and Social Science Invention, 10 (5). pp. 22-25. ISSN 2319 7722

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Abstract

Children with special needs need special services due to developmental disorders in children. In terms of disabilities, children with special needs are themselves physically and psychologically limited. Government Regulation No.17 of 2010 Article 129 paragraph 3 states that students with disabilities include, among others: blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including victims of drug abuse, and additives, as well as those with disorders that have not yet been identified. Not much different from Ministerial Regulation No. 70 of 2009 article 3 paragraph 2 states that blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including victims of drug abuse, and additives, they who have abnormalities, as well as a marker. This study aims to see the availability of facilities and infrastructure for inclusive elementary schools in Bekasi, Indonesia. In addition, this research is also to see the educational background of the teaching staff in these inclusive schools and the readiness of the teaching staff to face any updates to information about special needs and disabilities. This study used a qualitative method with a descriptive approach, the results of this study found that not all schools have the facilities and infrastructure in accordance with government regulations, besides that the background of teaching staff in inclusive schools from the four schools was only found with one person with a special educational background.

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