A School for All Children; Changing Perspectives for Disability Inclusion in Education System in Indonesia

Summary

Recent analysis of Indonesian National Survey 2018 suggests that less than 40 percent of children with disabilities aged 1618 completed junior secondary school. The Disability Parity Index of school participation for Indonesia is 0.75, indicating immense exclusion of persons with disabilities in schooling. UNICEF Knowledge, Attitude and Practices study in four districts shows there are barriers for children with disabilities, including negative attitudes of school communities; stigma and discrimination, and poor emotional well-being experienced by children with disabilities who are kept out of school. UNICEF is supporting the expansion and strengthening of inclusive education in Indonesia through generating data on children with disabilities and access to education to support policies, planning and budgeting. It works to improve the capacity of and commitment from national and sub-national governments and service providers. Promising practices in inclusive education are also being documented and promoted. However, changing societal attitudes and promoting inclusive education through variety of means is the most fundamental element of UNICEF's support. Indonesia is one of many countries that still predominantly internalize the medical model of disability, although there are signs of shifting towards a more rights-based approach (Law no 8/2016). UNICEF promotes the use of sports and physical education, among others, as innovative educational vehicle to promote values of inclusion. In doing so, UNICEF works with wide range of stakeholders, including religious groups, disable people organizations, sports communities, child forums, and individual influencers. These are reflected in a communication strategy document developed together in collaborative process.

Background/Objectives

Cacat (defect), tuna (lacking), or gila (crazy) are some of the terms to address disabilities in Indonesia. They refer to conditions of incapacity, dependency and difference, resulting in exclusion being justified as well-intended protections. Promotion on disability inclusion have mixed messages. In 2018 Indonesia hosted the Asian Para Games. It portrayed persons with disabilities as extraordinarily heroic; disproportionally reduces the role of a supportive enabling environment and takes away the responsibility of communities in providing accessibility. There is a major lack of communication materials that are accessible for persons with disabilities to gain information and advocate for their issues.

Results/Lessons Learned

While further systematic assessment is still on the way (to be completed March 2020), monitoring reports from the field has recorded some initial changes in the level of knowledge, attitude, and practices. A principal in South Sulawesi testified that they are now proud to have children with disabilities in the school. Child Forum in Pasuruan has held series of social events involving children with disability and children in conflict with the law to improve their understanding on child rights. During an event in the month of Ramadhan, the Child Forum has used the opportunity to sit with parents and talked about disability inclusion. The District Planning Office of Banyumas has initiated community-based data collection on people with disabilities in the villages with the use of Android-based cell phones. The data gathering aims to identify children with disabilities who are not registered at schools. (Savica's Monitoring Report October 2019)

Discussion/Implications For The Field

Co-creation process with wide range of stakeholders is the cornerstone of communication strategy aimed at promoting disability and social inclusion. In Indonesia, as in many other places, the power of change uniquely lies at the cultural level, first and foremost with organic elements such as religious leaders, disable people organizations, sports communities, child forums, and individual influencers. SBCC models the inclusive process, actively involves targeted individuals in the formulation of communication strategy, the identification of implementation channels, the development of communication assets and multimedia, the social mobilization, the design of activities, up to the monitoring of impacts/results.

Abstract submitted by:

Anissa Budiyani - UNICEF