Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479388
Title: Policy analysis of education provision for disabled children in Indonesia : a case study of eight primary schools in Kecamatan Jatiwulung
Author: Suwaryani, Nanik
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2008
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
This thesis is about the exclusion of disabled children in the education provision at the primary school level in Indonesia. Although the net enrolment rate for children aged 7-12 in primary school had reached 94 per cent in 2000, over 30 per cent of them could not complete their sixth grade. Disabled children are amongst the groups of children who have the highest potential not to complete school. Many of them have never even attended schools. This thesis aims to investigate why and how disabled children are excluded from the school system in Indonesia. A case study design is selected as the methodological approach to investigate how and why most disabled pupils are excluded from the provision of primary education in Indonesia. Data were collected through interviews with head teachers and teachers from eight primary schools located in Kecamatan Jatiwulung as well as with officials at the Ministry of National Education and the Provincial and District Education Offices to acquire perspectives about existing policies and their implementation strategies. Analysis of the findings suggests that disabled children are excluded not only from mainstream schools but also from the education system at large. The failure of education policies that is indicated by the lack of clarity and inconsistency is one of the main factors contributing to that exclusion. Another factor is the poor dissemination of policy. To move towards inclusion, there is a need to change the current policy documents which do not take into account disabled children's right to attend mainstream schools. Community awareness campaigns, providing ongoing support and developing practical guidelines are some of the implementation strategies that need to be considered. Priority should also be given to encouraging every school, not only pilot schools, to increase disabled pupils' participation in learning together with their non-disabled peers within their available resources.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.479388  DOI: Not available
Share: