Ali Ridho, Ach Mahfudz Abd Qadir, Abdul Halim

Analysis Of The Implementation Of Inclusive Education In Realizing Equitable Access To Education For Children With Special Needs In Public Elementary Schools In Urban And Rural Areas

Introduction

Analysis of the implementation of inclusive education in realizing equitable access to education for children with special needs in public elementary schools in urban and rural areas. Explore inclusive education for children with special needs in urban and rural elementary schools. Reveals disparities in implementation, resulting in unequal access. Urges tailored policies for equity.

Abstract

This study aims to analyze the implementation of inclusive education in realizing equitable access to education for children with special needs (CSN) in public elementary schools located in urban and rural areas. Employing a descriptive qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis at two elementary schools with distinct geographic contexts. The findings indicate that schools in urban areas are generally more prepared to implement inclusive education in terms of internal policies, teacher competencies, and the availability of facilities. In contrast, rural schools face limitations in nearly all supporting aspects, including teacher understanding, physical infrastructure, and social environment support. The study concludes that a significant gap still exists between regions in the implementation of inclusive education, resulting in unequal access for CSN. Therefore, more context-sensitive policies and comprehensive interventions are required to ensure inclusive education can be effectively realized across all regions.

Review

This study addresses a critically important and timely issue: the analysis of inclusive education implementation to ensure equitable access for children with special needs (CSN) in public elementary schools. The chosen approach, focusing on a comparative analysis between urban and rural settings, provides a valuable lens through which to understand the complex realities on the ground. The descriptive qualitative methodology, employing a case study design with data collection via in-depth interviews, observations, and document analysis, is well-suited to provide rich, nuanced insights into the multifaceted challenges and facilitators of inclusive practices across different geographical contexts. The findings powerfully illustrate a significant disparity in the readiness and capacity for inclusive education between urban and rural elementary schools. Urban schools are shown to possess greater strengths in internal policies, teacher competencies, and facility availability, suggesting a more robust infrastructure for supporting CSN. Conversely, rural schools are revealed to be critically hampered by limitations in teacher understanding, inadequate physical infrastructure, and insufficient social environment support. This clear identification of regional gaps is a key strength of the study, providing concrete evidence of the systemic inequalities that hinder equitable access to education for CSN and highlighting the urgent need for targeted interventions. The study's conclusion, that a significant regional gap directly translates into unequal access for CSN, underscores an urgent call for action. The recommendation for more context-sensitive policies and comprehensive interventions is entirely appropriate and necessary, given the distinct challenges faced by rural schools. While the abstract provides a strong overview of the current state, future research building on this foundation could explore the specific mechanisms through which urban advantages are achieved, or conversely, delve into successful low-resource inclusive strategies that could be adapted for rural areas. Nevertheless, this study provides a robust foundational analysis, making a valuable contribution to understanding the critical need for tailored support to truly realize equitable inclusive education across diverse geographical contexts.

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