Disparities in School Community Acceptance Toward Students with Special Needs in Inclusive Schools in Surabaya

Abstract

Inclusion schools in Surabaya had operated for about 5 years however there were still variety problems which did not find any exact solution yet for inclusion schools and indicated some wrong understanding about school education so the problem still happened in the implementation, for example: the acceptance of special needs children existence in inclusion school. This research had purpose to describe the acceptance disparity of school people toward special needs children in the inclusion school in Surabaya city. The research design used qualitative approach with descriptive kind. The data collection technique used interview and observation. This research was implemented in 6 inclusion primary schools in Surabaya city. The research result indicated that each principal had differences in giving policy regarding with the specialty of special needs children received, especially in the case of physic and IQ value. For regular teachers, there were differences in giving service to special needs children who entered school. Each special education teacher had differences in managing school. In the case of forming behavior indicated to the children, the special education teachers mostly had similarity mission i.e. developing potential belonged to the students so that they were considered as the human being. In the case of forming behavior demonstrated by the educators to special need children there were some differences. 3 people avoided the children and there were some educators behaving good attitude. To regular students, there were differences in the case of forming behavior indicated to special need children. The conclusion of this research was the acceptance disparity of principal was in the policy given to special needs children and forming behavior indicated. For regular teachers and special education teachers there were some disparities in the case of giving service to special needs children while for the educators and regular students there were some acceptance disparities in the case of forming behavior showed to special needs children.