See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/337447750

The Perception of Parents toward Inclusive Education: Case Study in Indonesia

Article · November 2019

DOI: 10.20319/pijss.2019.53.6279

CITATIONS READS
0 1,213

4 authors, including:

Rasmitadila Rasmitadila Widyasari Yahya

Universitas Djuanda Universitas Ibn Khaldun Bogor
72 PUBLICATIONS   1,023 CITATIONS    35 PUBLICATIONS   193 CITATIONS   

SEE PROFILE SEE PROFILE

Teguh Prasetyo
Universitas Djuanda
48 PUBLICATIONS   116 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Teknologi Informasi dan Komunikasi dalam Pendidikan di Masa New Normal View project

Self-funded View project

All content following this page was uploaded by Rasmitadila Rasmitadila on 22 November 2019.

The user has requested enhancement of the downloaded file.

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

Rasmitadila et al., 2019

Volume 5 Issue 3, pp. 62-79
Date of Publication: 19th November 2019
DOI: https://dx.doi.org/10.20319/pijss.2019.53.6279
This paper can be cited as: Rasmitadila., Widyasari., Prasetyo, T., Rachmadtullah, R., & Nuraeni, Y.
(2019). The Perception of Parents toward Inclusive Education: Case Study in Indonesia. PEOPLE:
International Journal of Social Sciences, 5(3), 62-79.
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to
Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

THE PERCEPTION OF PARENTS TOWARD INCLUSIVE

EDUCATION: CASE STUDY IN INDONESIA

Rasmitadila
Department of Elementary School Teacher Education, Universitas Djuanda, Bogor, Indonesia
Rasmitadila@unida.ac.id

Widyasari
Department of Elementary School Teacher Education, Universitas Djuanda, Bogor, Indonesia
Widyasari@unida.ac.id

Teguh Prasetyo
Department of Elementary School Teacher Education, Universitas Djuanda, Bogor, Indonesia
Teguh@unida.ac.id

Reza Rachmadtullah
Department of Elementary School Teacher Education, Universitas PGRI Adi Buana Surabaya,
Surabaya, Indonesia
rezarachmadtullah@unipasby.ac.id

Yeni Nuraeni
Department of Elementary School Teacher Education, Universitas Muhammadiyah Tangerang,
Tangerang. Indonesia
nuraeni@umt.ac.id

Abstract
This study aims to explore the perceptions of parents of regular students (PRS) and parents of
special needs students (PSNS) alike on inclusive education at the elementary school level in
Indonesia. This study was a case study-type qualitative research. The data collection consisted of

Available Online at: http://grdspublishing.org/ 62

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

a questionnaire and in-depth interviews. The participants in this study were 89 PRSs and 42 PSNS
in West Java Indonesia. The findings of the study displayed that the perception of PRSs and PSNSs
on inclusive education can be categorized into four aspects, namely social, emotional, academic,
and non-academic. The perception of social elements can develop communication, social
interaction, play, and cooperation between students. The emotional aspect develops a sense of
respect, empathy, love, and caring for each other, respecting differences, while at the same time
generating SNS insecurity when in an inclusive classroom. As far as academic aspects are
concerned to provide opportunities for SNSs and RSs to learn together. Besides, there is a tendency
that the teacher cannot always allocate time in order to give more attention to the SNSs than to
the RSs. Perception of non-academic aspects that inclusive education is a service that provides
every child with the right to access education.
Keywords
Inclusive Education, Academic, Non-Academic, Special Need Student, Regular Student

1. Introduction
Inclusive education is an educational innovation that provides educational services for all
students without discrimination, which has characteristics, strengths, weaknesses, and limitations
that combine regular students with special needs. Inclusive education provides an opportunity for
all students to be able to participate in joint learning in inclusive classes to be able to develop
social, emotional, physical, and psychomotor social development in a comfortable and conducive
classroom environment. According to UNESCO (2005), inclusive education is an innovation in
education that provides fundamental changes that can accommodate the diversity of good students
that are implemented in a learning situation conducive to all children. The Salamanca Statement
(1994), stated that inclusive education is one of the most effective and efficient ways to realize
education for all by eliminating injustice and creating a society that is friendly in diversity.
Inclusive education emphasizes education for all with a fair system of education, uses a
curriculum tailored to the characteristics of children, learning activities that involve all children in
order to foster a sense of cooperation, mutual assistance, mutual respect when other students
experience disabilities, also increase caring and high empathy when dealing with differences and
obstacles. Inclusive education aims to provide opportunities for every child with all the challenges
and characteristics, different learning styles to be able to learn together in a conducive learning

Available Online at: http://grdspublishing.org/ 63

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

environment to improve academic and non-academic abilities (Abbas, Zafar, & Naz, 2016).
Besides, that inclusive education can also provide an opportunity for every child to be able to
appreciate differences to be positive so that they are accustomed to facing real conditions in the
future (Ruppar, Bal, Gonzalez, Love, & McCabe, 2018).
Inclusive education implemented in inclusive schools provides a clear picture that every
child has the right to gain access to education and benefit from school services (Adams, Harris, &
Jones, 2018). Following the principle of inclusive education that eliminates discrimination, it is
imperative that every child can access inclusive education services. For this reason, in addition to
the government's duty so that all children can feel inclusive education services, all education
stakeholders also should be able to understand the benefits of inclusive education (Colibaba,
Gheorghiu, Colibaba, & Munteanu, 2013).
The success of inclusive education is not only the duty and obligation of the government
in its implementation (Simaeva & Khitryuk, 2014). Governments, schools, parents, and
communities have the same requirements and must unite in the application of inclusive education.
Without the role of parents, inclusive education services are challenging to succeed. So it is part
of schools and society. As a direct subject of inclusive education services, the role of parents who
have students with special needs is critical. Parents must understand the meaning and purpose of
inclusive education that their children will undergo (Simayeva, 2013). But in reality, of course, it
is not easy to convince parents that they have included their children with schools that provide
inclusive education or inclusive schools.
Some problems related to parents about inclusive education have explained several things.
The issues faced by parents as well as the difficulties faced by the government and schools include:
parents do not understand the meaning of inclusive education, parents' concern that if their children
who have special needs will not be able to take lessons because of their limitations, can disturb
other students, tend to be alone and cannot work with other friends. Another concern is the
occurrence of bullying and the inability of teachers to deal with students with special needs so that
learning objectives cannot be achieved (Raven & Jurkiewicz, 2014; Holt, Bowlby, & Lea, 2017).
On the teacher side, parents often do not trust the teacher to share time well, because there are
students who need more attention because they have limitations that require additional time in
learning compared to other students.
1.1 Inclusive Education in Indonesia

Available Online at: http://grdspublishing.org/ 64

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

The implementation of inclusive education in Indonesia began in 1998 - 2001 by first

ratifying The Salamanca Statement in 1997 followed by conducting some pilot projects in various
regions, such as in Yogyakarta. Indonesia's strong commitment to implementing inclusive
education is expressed in the Regulation of the Minister of National Education of The Republic of
Indonesia, Number 70 the Year 2009 Article 1. Furthermore, in Article 2, it explains that the
country provides an opportunity for all students to be able to obtain a quality education under their
needs and abilities and to provide education that respects diversity and is not discriminatory to all
students.
Until now inclusive education is still one of the educational services that the Indonesian
government continues to promote in the form of the formation of inclusive schools which become
a way out for all students with the spread of students who are difficult to reach because Indonesia
is an archipelago with access to education that is still limited to remote, foremost and undeveloped
regions. Even though until now, the number of students with special needs has increased, but the
number of inclusive schools has not been able to accommodate all children with special needs.
Although in all provinces there are special schools for students with special needs, most access to
special schools is in large cities. So that many children with special needs are not educated
according to their needs and obstacles.
Another problem that occurs in the implementation of inclusive education in Indonesia is
the limited facilities and infrastructure owned by regular schools to become inclusive schools.
Regular schools are not yet ready to replace regular schools into inclusive schools, in addition to
problems with facilities and infrastructure. Other issues are such as the competence of teachers
who do not understand about inclusive education. It is due to they are not from a special education
background, so they do not understand the characteristics of students with special needs (Vaz et
al., 2015; Mekacher, 2019). Also, the lack of government attention in assisting regular schools to
become inclusive schools has become a problem that, until now, requires attention.
Equally important is the mindset of parents about inclusive education is still very lacking
(Magumise & Sefotho, 2018; Barrett, 2017). So far, the negative stigma of parents towards
students with special needs still dominates the refusal of a regular school to become an inclusive
school. Most parents think that students with special needs must attend a special school. Various
reasons from parents so that students with special needs participate in special schools so that they
get education together with students who have the same obstacles so as not to disturb regular

Available Online at: http://grdspublishing.org/ 65

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

students who have differences in physical and mental. The concerns of parents are accompanied
by fears that people who have not been able to accept the existence of students with special needs
in the school environment and the general public environment (Denman, 2015; Shetty, 2018).
1.2 Research Purpose
The purpose of this study was to explore the perceptions of parents of students, both parents
of the regular student (PRS) and parents of special needs students (PSNS), on inclusive education
in Indonesia.

2. Research Methods
2.1 Research Design
The approach used in this study is the qualitative approach to a case study. The qualitative
approach is focused on the assessment of attitudes, thoughts, and performance that can be said as
perceptions (Khotari, 2004). The purpose of using a qualitative approach in this study is to
determine the perceptions of PRSs and PSNSs.
2.2 Participants
The participants in this study consisted of 2 types of informants, namely PRS and PSNS.
All informants were selected from parents who send their children to elementary - school-aged
both public and private schools in the areas of Depok City and Bogor City, West Java Province.
PRS (n=89) was randomly selected with various educational backgrounds from regular students.
PSNS (n=42) was selected from parents who have children with special needs and recommended
by teachers and psychologists. Table 1 is detailed information on the number of parents as
participants.
Table 1: Informant Information
Information Kind of Participants
PRS PSNS
Sex:
Female 78 36
Male 11 6
Education:
Elementary 12 7
Junior/Senior High School 34 12
University 43 23
Total Participants 89 42

Available Online at: http://grdspublishing.org/ 66

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

2.3 Data Collection

The data were gathered using a questionnaire and semi-structured, face-to-face interviews.
Researchers conducted data collection, and research assistants consist of 3 people. The procedure
for collecting data was given questionnaires to informants first, by explaining the definition of
inclusive education to each informant. Interviews were carried out after given a survey in a relaxed
state. The topic of these interviews was the interaction that occurred in the classroom during the
learning process. The process of data collection was conducted for ten days with 8-9 informants
every day, with an average duration of 4-5 hours.
The questionnaires and interview questions were given to informants that are validated to
2 experts who have inclusive education expertise and make revisions according to the direction of
the expert. The questionnaire consisted of 12 questions, and interviews consisted of 6 queries. The
topics of the interview are on matters relating to inclusive education, namely the benefits of
inclusive education, the issue of inclusive education, child development in inclusive education,
and programs that must be carried out by the government related to inclusive education. The
primary data obtained were the recording, which then made the transcript by the researcher for
further analysis.
2.4 Data Analysis
The data analysis was conducted both quantitatively and qualitatively. The quantitative
data analysis was conducted by calculating the mean score of both PRS’s and PSNS’s perception
toward inclusive education. The qualitative data, before the data was analyzed further, the first
step was to make transcripts from interviews. In the interview results, the following steps were
taken: (1) reviewing interview records that determined the phrases related to the most commonly
mentioned inclusive education (2) finding and identifying phrases appropriate to inclusive
education (3) make a code and the category of each identification result.
The next step was to perform the data analysis process. The researcher applied qualitative
data analysis developed by (Spradley, 2016) and modified by (Jamaris & Hartati, 2017) with three
analysis steps , that were: (1) thematic analysis of all participants, combining the results of coding
and interviewing all PRSs and PSNSs; (2) within-participant thematic study, identified the general
theme of each category; (3) cross-participant analysis, identifying the general issue of the inclusive
education category between the participants. The final stage of analyzing of inclusive education is

Available Online at: http://grdspublishing.org/ 67

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

the culture theme as a profile of PRS’s and PSNS’s perceptions. Below is the process of analysis
results.
Table 2: Thematic-Qualitative Data Analysis for PRS’s Perception
Included Term Semantic Relations Cover Term
RS can communicate well with SNS
RS can play together with SNS Is kind of Social Aspect
RS Attacked SNS
SNS can add friends
RS does not bully SNS
Mutual respect
Empathy Is kind of Emotional
RS cares about SNS Aspect
RS can appreciate differences
SNS is not confident
SNS attitude can affect RS
Helping SNS in learning Is kind of Academic
The teacher cannot divide time Aspect
The teacher did not give enough attention to the
RS
The teacher will be overwhelmed to handle all
students
The right of every child to get an education Is kind of Non-Academic
PSNS must open themselves to the school Aspect
environment
Actively involved in school
The government must be involved in inclusive
education
Note: RS: Regular student, SNS: Special needs student

Table 3: Thematic-Qualitative Data Analysis for PSNS’s Perception

Included Term Semantic Relations Cover Term
SNS’s communication and social interactions can
develop Is kind of Social Aspect
SNS can play with RS
SNS can be friends with RS
Bully has occurred
SNS like to be alone
SNS tends to be annoying
SNS doesn't cooperate
SNS lack confidence
SNS tends to be shy Is kind of Emotional
SNS is often nervous Aspect
SNS inferiority

Available Online at: http://grdspublishing.org/ 68

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

SNS tends to be afraid

SNS is sensitive
The teacher cannot divide time Is kind of Academic
The teacher does not give enough attention when Aspect
studying
The teacher does not understand the
characteristics of the SNS
The teacher ignores the SNS
The teacher let RS disturb the SNS
RS can help SNS when learning
Do not have the cost to pay aided teacher Is kind of Non-Academic
RS’s parents looked negatively at SNS Aspect
SNS’s parents embarrassed by SNS conditions
The community sometimes still cannot receive
SNS

3. Result
The results of the data analysis that has been done, both from the results of the
questionnaire and the interview resulted in a profile of each perception of both types of parents
both PRS and PSNS as found in Figure 1 below:

Profile of Perception of PRS toward Inclusive Education

Social Aspect Emotional Aspect Academic Aspect Non-Academic

Aspect

-RS can communicate well -Mutual respect -Helping SNSs in learning -The right of every child
with SNS -Empathy -The teacher cannot divide to get an education
-RS can play together with -RS cares about SNS time -PSNSs must open
SNS -RS can appreciate -The teacher did not give themselves to the school
-RS Attacked SNS differences enough attention to the RS environment
-SNS can add friends -SNS is not confident -The teacher will be -Be Actively involved in
-RS does not bully SNS -SNS attitude can affect overwhelmed to handle all school
RS students -The government must be
involved in inclusive
education

Figure 1: Profile of PRS’s Perception toward Inclusive Education

In Figure 1, findings on PRS perceptions of inclusive education can be grouped into four
categories, namely perceptions on social aspects, emotional aspects, academic and non-academic
aspects.

Available Online at: http://grdspublishing.org/ 69

 PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

Profile of Perception of PSNS toward Inclusive Education

Social Aspect Emotional Aspect Academic Aspect Non-Academic

Aspect

-SNS’s communication and -SNS lack confidence -The teacher cannot divide -Do not have the cost to pay
social interactions can develop -SNS tends to be shy time aided teacher
-SNS can play with RS -SNS is often nervous -The teacher does not give -RS’s parents looked
-SNS can be friends with RS -SNS inferiority enough attention when negatively at SNS
-Bully has occurred -SNS tends to be afraid studying -SNS’s parents embarrassed
-SNS like to be alone -SNS is sensitive -The teacher does not by SNS conditions
-SNS tends to be annoying -SNS tends to be angry understand the characteristics -The community sometimes
-SNS doesn't cooperate of the SNS still cannot receive SNS
-The teacher ignores the SNS
-The teacher let RS disturb the
SNS
-RS can help SNS when
learning

Figure 2: Profile of PSNS’s Perception toward Inclusive Education

4. Discussion
The perception of PRS and PSNS on inclusive education can be categorized into four
aspects that can be viewed from the social, emotional, academic, and non-academic issues.
The perception of social aspects is the view of PRS and PSNS related to the way children
socialize with other children. In the context of an inclusive class, parents' perceptions illustrate that
children will be able to communicate with each other, both in a learning environment and in other
activities at school. For PRS, the social aspect that will emerge at inclusive schools is that children
will be able to provide positive benefits for SNS. PRS hoping that with the presence of SNS in the
class with conditions and characteristics that are different from the RS, it can lead to a sense of
cooperation in conducting learning activities that can play together, even though there are fears
that there will be a bully against SNS. The PRS explained this opinion in one interview;
"I hope my children can learn together, invite children with special needs to play together
so that they can be good friends, even though I sometimes worry about being bullied to
children with that need" (PRS 1).

The perception that is almost the same as explained by PSNS from the social aspect is that
they hope that SNS can communicate and interact well with other students, without any fear and
worry. PSNS, who have SNS hopes that they send their children to inclusive schools, is the right

Available Online at: http://grdspublishing.org/ 70

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

choice because they hope that SNS can work together, play, and learn along with other students.
Just like PRS, the PSNS also feels that education in schools inclusive of SNS is still happening.
For PSNS, who have SNS with categories of children with autism, attention deficit hyperactivity
disorder (ADHD) with high emotion, they also have the top concern, that otherwise, SNS will
disturb other friends or other RSs. This opinion can be seen in the statement of one of the PSNS
below:
"My child is among those who have high emotions; I am anxious that he disturbs other
children, and may also be bullied by other children. I only hope that through this school,
my child can learn and make good friends with other children " (PSNS 1)

Parents' perceptions of inclusive education from social aspects should provide a real picture
that inclusive education can provide the right space for SNS and RS so that their social
development can develop well. The benefits that can be felt by both types of students can make a
sound, comfortable, and beneficial relationship for both children (Lam & Phillipson, 2009). Child
development from social aspects for elementary school students is significant, which starts from
self-introduction so that it can find its character, strengths, and weaknesses. Parents hope that there
is a relationship with communication, good social interaction, both in the learning process and in
the school environment (Rothe, Urban, & Werning, 2014). The better the way to communicate,
the benefits for SNS not only have an impact on the school environment but the climate of the
community and other communities. For RS, it fosters confidence in opening relationships with
children who have difficult interactions.
Emotional aspects that emerge from the perception of PRS and PSNS are the view that
inclusive education is manifested in a behavior that is seen in both RS and SNS. For PRS, inclusive
education provides opportunities for RS to develop mutual respect, empathy, compassion, and be
able to appreciate differences. Most PRS hopes that inclusive education can shape RS more
concerned with SNS, who generally have an attitude of insecurity and shame. PRS also hopes that
SNS can foster an attitude of confidence in getting along and behaving with their friends. Although
there are concerns from PRS that SNS in negative behavior can influence RS. PRS opinions related
to the emotional aspects of inclusive education can be explained in the PRS statement below:
"I think in inclusive education with many different characteristics, my child can learn about
how to respect each other and care for other friends. Don't look down on friends who have
limitations "(PRS 2).

Available Online at: http://grdspublishing.org/ 71

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

PSNS perception of inclusive education from the emotional aspect gives more negative
opinions to SNS emotions. PSNS believes that inclusive education causes the feelings of SNS to
be unstable, often feeling shy, not confident, often angry, and more sensitive. This is indicated by
various unpleasant emotional experiences in the classroom. This opinion can be explained from
the results of the interview to the following PSNS:
"My child tends autism, so sometimes it's often excessive anger, and sometimes it's difficult
to control his anger. I am distraught that if he is in a regular class, he will disturb other
children ”(PSNS 2).

Emotional development in each child greatly influences social development when entering
school age. RS and SNS who are in a loving family environment, as well as an environment that
supports all forms of children's character, will form children with a stable level of emotion and
quickly adapt to situations that sometimes are not following family conditions. In schools that
implement inclusive education, with diverse children's characteristics, with varying levels of
emotions as well, it gives hope that this condition is a place of practice for SNS to be able to control
emotions (Botha & Kourkoutas, 2016). Likewise for RS, experiencing together while learning and
playing with SNS, is expected to show respect for SNS. Most parents consider that inclusive
schools provide an opportunity for every child to learn to understand the feelings of others and can
be a positive provision in the future (Marcuzzi & Romero-Naranjo, 2017). Even under the same
conditions, it is not uncommon for parents who have children with special needs, to give other
concerns, because their children cannot control themselves or even interfere with other children.
Inclusive education provides a better opportunity for every child to develop emotional
aspects that can be designed through fun learning, and all students are involved even though the
teacher must pay particular attention to exceptional students, but inclusive education is one way
that all students can develop the best way to improve all aspects of development. The process of
emotional development will continue to experience strengthening, and its function is better through
social experience, in the form of social interaction with the surrounding environment (Potgieter-
Groot, Visser, & Lubbe-de Beer, 2012).
Parents' perception of inclusive education is also very much a concern for academic
aspects. If you see the attitudes expressed by PRS and PSNS, there are similarities in perception;
namely, there are concerns about the teacher who cannot divide time, does not provide proper

Available Online at: http://grdspublishing.org/ 72

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

attention to all students during the learning process. This opinion can be seen from the explanation
of the PRS and SNS below:
"I am apprehensive that the teacher cannot handle all children, especially if there are
children with special needs, surely the teacher will give more time to these students" (PRS
3)

"I hope the teacher can give attention to my child because my child needs more attention
than other students" (PSNS 3).

In addition to the attention and time that concerns the PRS and PSNS, both parents expect
cooperation in learning between the RS and SNS in the classroom. SNS students who tend to more
extended time in understanding subject matter such as slow learner students, learning difficulties,
or other students are expected through inclusive classes, the occurrence of social interaction, which
provides positive benefits for both types of students in learning activities, thus giving an impact
well. Although there are concerns from some PSNS that most teachers still have not understood
the characteristics of SNS.
Increased academic development for students, both RS and SNS, can develop well if the
social aspects and emotional aspects of students are involved in each learning activity. The form
of social interaction that occurs between teachers and students and students and students provides
an excellent opportunity for academic improvement to occur. Teachers must be able to design
learning that offers an opportunity for each student to interact with each other, in the form of
learning methods that can involve all students. The purpose of group work learning (Moin,
Magiera, & Zigmond, 2009), joint discussion, and role-playing will improve the academic
capabilities of the RS and SNS (Huisman, 2016).
The academic success of all students is greatly influenced by the teacher's ability to
understand the characteristics of each student, especially the SNS. Parents' perceptions, especially
PSNS, indicate that many teachers do not understand the aspects of students, so teachers give less
attention to SNS. Every teacher must do in learning in an inclusive class is following the
characteristics, weaknesses, strengths, and limitations that all students have, including students
with special needs. Good cooperation between classroom teachers and aided teachers in learning
activities greatly fosters the development of SNS to achieve academic progress well (Bouck,
Satsangi, & Flanagan, 2016).

Available Online at: http://grdspublishing.org/ 73

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

In addition to academic aspects, non-academic aspects such as government attention to the

implementation of inclusive education (Connolley & Hausstätter, 2009), public acceptance of
students with special needs in obtaining the right to school, and openness and involvement of both
parents in school activities provide positive and negative perceptions of the implementation of
inclusive education. Both the PRS and the PSNS give almost the same view that the involvement
of both parents is necessary for inclusive schools. Parental involvement can take the form of
participating in parent meetings in school activities. PSNS needs to open up, provide reinforcement
and motivation, and positive thoughts that all children have strengths and strengths in learning in
inclusive classes. Likewise, PRS must be able to accept the characteristics of SNSs and have a
positive impact on RSs.
The success of inclusive education is not only dependent on academic aspects but also
influenced by non-academic factors. The involvement of government, schools, parents, and the
community who are stakeholders in inclusive education is a unified system that can provide the
development of inclusive education. The government must be able to provide access to every child
(Kantavong, 2018), including SNS, who need education services that can develop all events so
that they can have a positive impact on SNS. Providing school facilities and infrastructure,
modified curriculum, funding, and provision of aided teachers is an obligation for the government
so that the implementation of inclusive education can take place well (Sharma, Loreman, & Simi,
2017).
Schools must be able to improve teacher competencies to become inclusive teachers, use
modification curricula, friendly learning activities with all students, who can develop all aspects
of both social, emotional, and cognitive issues. Inclusive schools must be able to make all children
get services that are following the characteristics of each child (Billingsley, DeMatthews,
Connally, & McLeskey, 2018). Inclusive schools must have a positive impact on SNS to face the
outside world, accustomed to meeting the general public in the future.
The role of the community in the implementation of inclusive education also has a huge
impact (Botha & Kourkoutas, 2016). For some parents, many people have not been able to accept
the existence of SNS so that they often get discrimination or injustice. The government needs to
provide education and intensify inclusive education to the public, in activities involving the
community, so that inclusive education can be well received.

Available Online at: http://grdspublishing.org/ 74

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

5. Limitation Research
The limitation of this study lies in the number of participants involved, which is still lacking
so that it does not yet reflect the parents' overall opinion about the implementation of inclusive
education. The small number of parents as participants because of the difficulty of researchers
finding parents, especially parents who have an SNS, because they still have the shame of having
an SNS.
6. Conclusion
The perception of PRS and PSNS on inclusive education can be categorized into four
aspects, namely social aspects, emotional aspects, academic aspects, and non-academic aspects.
Perception of social elements can be explained that inclusive education services can develop
communication, social interaction, play, and cooperate between RS and SNS as well as the
potential for bullying. The perception of the emotional aspect explained that inclusive education
could develop a sense of respect, empathy, love, and caring for each other, respecting differences,
while at the same time generating SNS insecurity when in an inclusive classroom. The perception
of academic aspects illustrates that inclusive education can provide opportunities for SNSs and
RSs to learn each other together. Besides, there is a tendency that the teacher cannot divide time,
giving more attention to the SNS than to the RS. The perception on non-academic aspects that
inclusive education is a service that provides every child with the right to access education, so that
all parties, namely the government must be able to give a proper education system for all children,
parents must be able to open up and be involved in school activities and eliminate the negative
perception of SNS, schools that are able to provide appropriate curricula for inclusive schools, and
give understanding to the community about inclusive education, although there are still poor
perceptions of SNS.
The implication of this research is that schools that provide inclusive education must be
able to socialize inclusive education programs to all parents of students so that inclusive education
programs can be implemented successfully. The Government, especially the Department of
Education, can create a regular program for parents to understand and be involved in inclusive
activities. All education communities must be able to work together so that the implementation of
inclusive education can be successful.
This research provides an opportunity for researchers in the field of inclusive, especially
in the development of models of parent assistance and inclusive schools. This assistance model for

Available Online at: http://grdspublishing.org/ 75

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

parents is very important to do so that inclusive education programs can run successfully. Inclusive
education will not run well if there is no synergy between parents and school.

6. Acknowledgment
The authors wish to thank The Ministry of Research and Technology of Higher Education,
which has funded research as a part of research grants. Thank you also to the Directorate of
Research and Service of Djuanda University, which supported the research.

References
Abbas, F., Zafar, A., & Naz, T. (2016). Footstep towards Inclusive Education. Journal of Education
and Practice, 7(10), 48–52.
Adams, D., Harris, A., & Jones, M. S. (2018). Teacher-parent collaboration for an inclusive
classroom: Success for every child. MOJES: Malaysian Online Journal of Educational
Sciences, 4(3), 58–72.
Barrett, E. (2017). Being a Parent and a Teacher: Personal Reflections. In K. Scorgie & D. Sobsey
(Eds.), International Perspectives on Inclusive Education (Vol. 10, pp. 225–232).
https://doi.org/10.1108/S1479-363620170000010023
Billingsley, B., DeMatthews, D., Connally, K., & McLeskey, J. (2018). Leadership for Effective
Inclusive Schools: Considerations for Preparation and Reform. Australasian Journal of
Special and Inclusive Education, 42(01), 65–81. https://doi.org/10.1017/jsi.2018.6
Botha, J., & Kourkoutas, E. (2016). A community of practice as an inclusive model to support
children with social, emotional and behavioural difficulties in school contexts.
International Journal of Inclusive Education, 20(7), 784–799.
https://doi.org/10.1080/13603116.2015.1111448 h
Bouck, E. C., Satsangi, R., & Flanagan, S. (2016). Focus on Inclusive Education: Evaluating
Apps for Students With Disabilities: Supporting Academic Access and Success: Bradley
Witzel, Editor. Childhood Education, 92(4), 324–328.
https://doi.org/10.1080/00094056.2016.1208014
Colibaba, A. C., Gheorghiu, I., Colibaba, Ş., & Munteanu, E. (2013). Enabling Sen Children’s
Effective Transition through the Fiesta Programme. Agronomy Series of Scientific
Research / Lucrari Stiintifice Seria Agronomie, 56(2), 193–196. Retrieved from

Available Online at: http://grdspublishing.org/ 76

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

http://search.ebscohost.com/login.aspx?direct=true&db=agp&AN=95100273&site=ehost
-live
Connolley, S., & Hausstätter, R. S. (2009). Debating the role of Tocqueville in inclusive education:
Making the distinction between an academic and a political education. European Journal
of Special Needs Education, 24(3), 257–258. https://doi.org/10.1080/08856250903020161
Denman, S. J. (2015). Inclusive Education in Low-income Countries: A Resource for Teacher
Educators, Parent Trainers and Community Development Workers. International Journal
of Disability, Development and Education, 62(5), 547–548.
https://doi.org/10.1080/1034912X.2015.1074391
Holt, L., Bowlby, S., & Lea, J. (2017). “Everyone knows me …. I sort of like move about”: The
friendships and encounters of young people with Special Educational Needs in different
school settings. Environment & Planning A, 49(6), 1361–1378. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=egs&AN=123135129&site=ehos
t-live https://doi.org/10.1177/0308518X17696317
Huisman, R. (2016). Talking about poetry-using the model of language in Systemic Functional
Linguistics to talk about poetic texts. English in Australia, 51(2), 7.
Jamaris, M., & Hartati, S. (2017). The Role of the Undergraduate Students’ Self-regulation s and
its Influence to their Academic Achievements. Int. J. of Multidisciplinary and Current
Research, 5.
Kantavong, P. (2018). Understanding inclusive education practices in schools under local
government jurisdiction: A study of Khon Kaen Municipality in Thailand. International
Journal of Inclusive Education, 22(7), 767–786.
https://doi.org/10.1080/13603116.2017.1412509
Khotari, C. R. (2004). Research Methodology. New Delhi: New Age International (P) LIMITED.
Lam, B. H., & Phillipson, S. N. (2009). What are the affective and social outcomes for low-
achieving students within an inclusive school in Hong Kong? Educational Research for
Policy and Practice, 8(2), 135–150. https://doi.org/10.1007/s10671-009-9067-4
Magumise, J., & Sefotho, M. M. (2018). Parent and teacher perceptions of inclusive education in
Zimbabwe. International Journal of Inclusive Education, 1–17.
https://doi.org/10.1080/13603116.2018.1468497

Available Online at: http://grdspublishing.org/ 77

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

Marcuzzi, C., & Romero-Naranjo, F. J. (2017). BAPNE Method, Developmental Dyslexia and
Inclusive Education: Cognitive, Socio-Emotional and Psychomotor Stimulation in
Secondary School. A Practical Resource for Education within a Cross Curriculum.
Procedia - Social and Behavioral Sciences, 237, 1291–1298.
https://doi.org/10.1016/j.sbspro.2017.02.212
Mekacher, L. (2019). Augmented Reality (AR) and Virtual Reality (VR): The Future of
Interactive Vocational Education and Training for People with Handicap. PUPIL:
International Journal of Teaching, Education and Learning, 3(1).
https://doi.org/10.20319/pijtel.2019.31.118129
Moin, L. J., Magiera, K., & Zigmond, N. (2009). Instructional Activities and Group Work in the
Us Inclusive High School Co-Taught Science Class. International Journal of Science and
Mathematics Education, 7(4), 677–697. https://doi.org/10.1007/s10763-008-9133-z
Potgieter-Groot, L., Visser, M., & Lubbe-de Beer, C. (2012). Emotional and behavioural barriers
to learning and development in the inclusive education classrooms in South Africa:
Developing a training programme for teachers. Journal of Child & Adolescent Mental
Health, 24(1), 59–71. https://doi.org/10.1007/s10763-008-9133-z
Raven, S., & Jurkiewicz, M. A. (2014). Preservice Secondary Science Teachers’ Experiences and
Ideas about Bullying in Science Classrooms. Science Educator, 23(1), 65–72. Retrieved
from
http://search.ebscohost.com/login.aspx?direct=true&db=agp&AN=97393911&site=ehost
-live https://doi.org/10.2989/17280583.2011.639775
Rothe, A., Urban, M., & Werning, R. (2014). Inclusive transition processes – considering socio-
economically disadvantaged parents’ views and actions for their child’s successful school
start. Early Years, 34(4), 364–376. https://doi.org/10.1080/09575146.2014.966662
Ruppar, A. L., Bal, A., Gonzalez, T., Love, L., & McCabe, K. (2018). Collaborative Research: A
New Paradigm for Systemic Change in Inclusive Education for Students with Disabilities.
International Journal of Special Education, 33(3), 778–795.
Sharma, U., Loreman, T., & Simi, J. (2017). Stakeholder perspectives on barriers and facilitators
of inclusive education in the Solomon Islands. Journal of Research in Special Educational
Needs, 17(2), 143–151. https://doi.org/10.1111/1471-3802.12375

Available Online at: http://grdspublishing.org/ 78

 PEOPLE: International Journal of Social Sciences
ISSN 2454-5899

Shetty, B. R. (2018). Gap Analysis of Students’experience and Expectations with Special

Reference to Mba Education in India. PUPIL: International Journal of Teaching, Education
and Learning, 2(2). https://doi.org/10.20319/pijtel.2018.22.3550
Simaeva, I., & Khitryuk, V. (2014). Inclusive educational space: A SWOT analysis. Vestnik
IKBFU, (5), 31–39. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=egs&AN=96336666&site=ehost-
live
Simayeva, I. (2013). Schoolchildren’s health protection in the condition of inclusive education:
The problems and the ways to solve them. Vestnik IKBFU, (11), 53–57. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=egs&AN=93670048&site=ehost-
live
Spradley, J. P. (2016). Participant observation. Waveland Press.
Vaz, S., Wilson, N., Falkmer, M., Sim, A., Scott, M., Cordier, R., & Falkmer, T. (2015). Factors
Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students
with Disabilities. PLoS ONE, 10(8), 1–12. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=agp&AN=109165202&site=ehos
t-live https://doi.org/10.1371/journal.pone.0137002

Available Online at: http://grdspublishing.org/ 79

View publication stats