EENET asia Newsletters : Third issue November 2006 Contents

Inclusion and the Right to Education: A Case Study from Bandung, West Java

Budi Hermawan

For the past century children with disabilities in Indonesia have had to go to in special schools or institutions. If at all they have educated separately from their non-disabled peers often forced to live in dormitories far away from their families and friends. Since Inclusive Education was introduced in Indonesia a few years ago, there substantial efforts and improvements have been made in many provinces.

West Java Effort
In West Java inclusive education started with a Round Table Discussion with key stakeholders and the establishment of a Working Team for Inclusion in 2002. The team consisted of people from Bandung Resource Centre, Indonesian Education University [UPI], West Java Education Bureau and NGOs. The Directorate of Special Education and Braillo Norway supported the development of the Working Team for inclusion. A young girl named Fiersa (Both Fiersa and her parents have permitted us to use her name) was the first child with a disability (visual impairment) to participate in the programme. “Tunas Harapan” a government primary school (SDN) located in a Sub-District in Bandung was the first school to join the inclusion programme in 2002. Even though SDN Tunas Harapan is considered by the community and education authority to be one of the best schools in Bandung the head master accepted admission of a child with disability in his school - at that time most other headmasters wouldn’t. Fiersa used to be a student in the oldest special school for the blind in Indonesia, SLBN-A Pajajaran in Bandung. She studied from grade 1 until 3 in the special school before she transferred to the regular school.

Head Master, Teacher and Other Stakeholders’ Support
The support of the head master and teachers ensured that SDN Tunas Harapan became the first primary school in West Java to fully accept children with disabilities, learning together with other children as equals, side by side. The West Java Working Team for Inclusion organised pre-inclusion activities in SDN Tunas Harapan and two other selected pilot schools; Workshops for parents, head masters, teachers, education planners and other education stakeholders. The training for teachers from the special schools was also executed in order for them to know how to become itinerant resource teacher. The activities closed with 10 days evaluation and monitoring activity. All activities were supported by DitPLB / Braillo Norway, UNESCO, Indonesian Blind Union (PERTUNI), and West Java Education Bureau, Bandung District Education Bureau as well as Sub District Education Bureau of Cijerah.
Ms. Dante Rigmalia became Fiersa’s class teacher in SDN Tunas Harapan. She participated in all activities organised by West Java Working Team for Inclusion. For almost two years Dante taught and motivated all the pupils in the class to work and learn together. With her positive attitude she was able to improve the participation of ALL the children in the class. Fiersa has been encouraged by her teacher to perform well. Beside Dante, one itinerant resource teacher from Bandung Resource Centre came to SDN Tunas Harapan on a regular basis to ensure that Fiersa got the support she needed, including Braille books and materials, slate, orientation and mobility training, etc. Fiersa’s mother was her strongest supporter, advocating for Fiersa to obtain proper services and support from SDN Tunas Harapan and the Regional Resource Centre in Bandung. When Fiersa didn’t get receive the support she needed she was the first person who convinced, even “forced” SDN Tunas Harapan and Bandung Resource Centre to deliver on their promises.

Fiersa said, “I really like to study, sing and communicate with other pupils in the regular school. I would like for not only me to study in the regular school, but also for other blind children.”

Fiersa’s Current Situation
When Fiersa had successfully passed her primary school examination in mid 2005 she had to pass two additional test: “Quality Education Test” (UMP) and “District Standard Test” (TSK). These tests are obligatory for all pupils who will continue their education to lower and upper secondary schools in Bandung and Cimahi Districts. Fiersa passed her tests and is currently studying in a lower secondary school in Bandung.

Budi Hermanwan is a founding member of the Inclusive Education Implementation Team in West Java [TimPOKJA]. He is a lecturer at UPI in Bandung and working as an Inclusive Education Specialist for the World Bank. He is a member of the EENET Asia - Indonesian Working Group. He can be reached via email: budih1968@yahoo.com.

EENET asia Newsletters : Third issue November 2006 Contents