Paradigma Pendidikan Inklusif sebagai Upaya Memperluas Akses dan Perbaikan Mutu Pendidikan
Abstract
Terdapat dua tantangan besar yang sedang dihadapi oleh dunia pendidikan saat ini yaitu: (1) periambahan jumlah anak yang tereklusikan (terbaikan) dari partisipasi pendidikan semakin banyak. Diperkirakan ada sekitar 113 juta anak usia sekolah dasar di seluruh dunia termasuk anak disabilitas, tidak memperoleh kesempatan pendidikan dasar (International Consultative Forum onEducation for All, 2000), 90%dari mereka hidup di negara berkang termasuk di Indonesia. Di samping itu anak-anak yang sudah masuk sekolah dasar pun dihadapkan pada masalah drop out sebelum dapat menyelesaikan pendidikan (UNESCO, 2000), (2) Pendidikan -secara spesifik sekolahmasih belum memberi keuntungan kepada semua anak. Artinya kebutuhan belajar anak secara individual belum dapat dipenuhi. Sekolah lebih menekankan pada pencapaian akademik dari pada mengembangkan anak sebagai individu mencapai perkembangan optimal. Untuk mengatasi dua tantangan itu maka secara international terjadi pergeseran paradigma pendidikan dari pendidikan yang berifat konvensional (ekslusif) ke pendidikan yang menjangkau semua anak yang bersifat inklusif. Sehubungan dengan itu, tulisan iniakan mendiskusikan tentang paradigma pendidikan inklusif.
Kata Kunci: Paradigma Pendidikan Inklusifdan akses perbaikan mutu pendidikan
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DOI: https://doi.org/10.17509/jassi.v13i2.4063
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