Speaking here on Thursday, the minister said that many educational institutions are not yet fully prepared to accommodate children with special needs.
“First, not all schools are ready, as inclusive education requires additional teachers, which leads to higher costs,” Mu’ti expounded.
He added that inclusive education also requires teachers who are trained to understand and support children with special needs.
The second challenge, according to the minister, lies in stigma, where some parents are not comfortable with their children studying alongside peers with disabilities.
Therefore, he emphasized that public education and awareness campaigns are vital for fostering a more inclusive educational environment.
“Raising public awareness about inclusive education is part of our effort to build a society that accepts people with disabilities, while also helping children with special needs develop self-confidence,” he said.
Related news: National Education Day: Disability inclusion remains a challenge
Mu’ti expressed optimism that inclusive education can be achieved if both institutional challenges and stigma are addressed.
He also underlined the importance of collaboration between central and regional governments in promoting inclusive education, especially in tackling stigma.
The Landscape Analysis of Children with Disabilities in Indonesia report released by UNICEF and National Development Planning Ministry (Bappenas) in December 2023 revealed that children with disabilities face significant inequalities across various aspects of life.
These aspects include education, health, and social inclusion.
Despite a 29-percent increase in the number of inclusive schools accommodating children with disabilities in the period from 2020 to 2021, such children still have lower chances of attending and completing school compared to their peers without disabilities.
Related news: Stigma still impeding inclusive education efforts: ministry
Translator: Rolandus, Kenzu
Editor: Yuni Arisandy Sinaga
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