Driving Factors of Inclusive Education for Primary School in Indonesia
DOI:
https://doi.org/10.47750/pegegog.14.02.10Keywords:
Inclusive Education, Ecological Theory, Stakeholder Inclusive EducationAbstract
The implementation of inclusive education during teaching in the classroom must strive for non-discrimination, recognition from all parties to all participants of learning, provide facilities and a safe environment for each child. The design of this study is a combination of sequential explanatory method that uses questionnaire and interview survey method. The selected study design places more weight on quantitative than qualitative data. The results indicate a relationship between inclusive education with Administrators, Teachers, Special Guidance Teachers (GPK), Parents, Students, Students, Neighbors, Schoolmates, Housemates, and Typical Parents. This finding indicates the influence of inclusive education developed based on the theory of Ecology. Based on the theory, four systems influence the development of students, namely microsystems, mesosystems, ecosystems, and macrosystems. These four environmental systems have implications for implementing inclusive education, especially during the teaching and learning process in schools.
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