Education for the Disabled

Education is the most important factor that will determine the knowledge and skills that we will master. Not only that, armed with good knowledge and education, we can also have the opportunity to get a better life. Remembering the importance of education, we also have to properly fulfill the rights for our children, both normal and those with disabilities.

Talking about the problem of persons with disabilities, we need to know that every person with disabilities must also get the rights that he must obtain properly, including being free from torture or even unfavorable or even cruel, inhuman, degrading treatment, free of exploitation violence and arbitrary treatment. Every person with disabilities has the right to have the right to get equal respect for their mental and physical integrity based on similarity with other human beings, they are also entitled to protection of social services in the context of independence, as well as the need for emergencies.

Along with the commemoration of the international disability day on December 3, the drive to fulfill all rights of persons with disabilities throughout the world is getting bigger. It must be admitted, there are still many home works that need to be completed to ensure the full rights of persons with disabilities, one of which is the right to education get a good job, to facilitate access to public facilities. Talking about education that is right for people with disabilities, one of which is inclusive education. Inclusive education is an education service system that regulates that people with disabilities can be served in the nearest school, in regular classes along with peers or their age.

With inclusive education there will be no class differentiation, so students can learn together with supportive accessibility. Even so, the reality that has happened so far, inclusive education has many challenges in its practice, especially in schools. Richard Rieser (in 2000) said in a special essay on education needs or inclusive education: the challenge of disability discrimination in schooling revealed that as happened in the United Kingdom the practice of inclusive education was not easy, many obstacles started from a less friendly and burdensome environment disability learners to study. according to Richard Riser’s view, in order to be able to run effectively and efficiently, an institution must try to adopt a social model perspective on people with disabilities. Namely the teachers and institutions or schools must reduce what inhibits growth and development towards the development of inclusive education itself, such as physical, communication, social, or curriculum barriers. Physical barriers occur when the building layout in a school that may be inaccessible to children with disabilities or special needs.

Then, communication barriers such as lack of understanding of the communication needs of sign language or the fulfillment of needs such as braille for the blind.
Another problem that usually arises is in terms of building relationships, people with disabilities tend to have difficulty in building friendships, so there is a possibility to be distanced from or isolated from normal social life, as is the case with many cases of bullying of disabled people by normal children. Finally, curriculum issues such as material, methods and examination systems that still distinguish between normal students and students with disabilities who have enough difficulties in inclusive learning methods. And sometimes that is the reason for an educational institution that persons with disabilities cannot afford to learn and digest what is conveyed by educators. People with disabilities naturally need approaches that are slightly different in accommodating differences, they need methods that do not judge their physical inadequacies, cognitive and behavioral problems as learning.

Helen Keller, a blind and deaf person in the book she wrote “THE WORLD I LIVE IN” in 1908 said, “in general he said, all have the same path, speak in the same context and opportunities, but in reality very different from what happened “, helen always said, how important a teacher is that if the student is capable of learning, it is possible for a teacher to be able to respect children’s rights equally in terms of views and treatment. Very much needed a democratic view and really serious in terms of upholding justice for others, the belief that every individual is able to learn can make the meaning of education itself become more real and bearable and real in terms of potential, and human resources themselves.

By: Indah wahidatur Rohmah

Masters, Social Education in Kanjuruhan University of Malang, REPUBLIC OF INDONESIA.

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