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Protecting Children’s Rights through Inclusive Schools for Students with Special Needs: Legal and Phenomenological Perspectives
Abstract
Inclusive education is a constitutional mandate under Article 31 of the 1945 Constitution, guaranteeing the right to equitable and quality education for all citizens, including children with special needs. However, implementation in Indonesia faces persistent challenges, such as limited availability of inclusive schools, inadequate facilities, insufficiently trained teachers, and curriculum designs that fail to accommodate diverse needs. This study employs a literature review using legal and phenomenological approaches to examine the implementation of inclusive education, referencing Law No. 8 of 2016 on Persons with Disabilities and Ministry of Education Regulation No. 48 of 2023 on Appropriate Accommodations. Findings reveal that stigma, discrimination, and ineffective policy enforcement remain major barriers. Recommendations include enhancing teacher competencies, improving infrastructure, and fostering a cultural shift toward inclusion. Strengthening these aspects is essential for inclusive schools to realize the rights and potential of children with special needs in an equitable educational environment.
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DOI: https://doi.org/10.17509/ijcsne.v5i2.89059
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