Samarinda– East
Kalimantan’s Inclusive Education Policy Strong on Paper, Weak in Implementation. Research conducted by Nurlaili,
Herpina M. Sianturi, Yuli Wulandari, and Yunita Sari from Mulawarman
University, Samarinda, was published in the International Journal of
Education and Life Sciences (IJELS) Vol. 4 No. 2 (February 2026).
Research
conducted by Nurlaili, Herpina M. Sianturi, Yuli Wulandari, and Yunita Sari
revealed that inclusive education policies in East Kalimantan Province are
considered to have a strong regulatory foundation, but their implementation in
the field still faces various structural obstacles.
A
Strong Regulatory Commitment
At
the normative level, inclusive education in East Kalimantan is regulated
through:
- Regional
Regulation No. 3 of 2010 on Education Management and Implementation
- Governor
Regulation No. 17 of 2023 on Standardization of Inclusive Education
Implementation in Secondary Education
Governor
Regulation No. 17/2023 is identified as the most technical and comprehensive
instrument. It contains eight main chapters covering implementation mechanisms,
inclusive school environment support, monitoring and evaluation, public
complaint systems, and financing arrangements.
The
regulation also clarifies the division of responsibilities between provincial
and district/city governments in providing Special Supervising Teachers (GPK),
accessible infrastructure, and operational funding.
Inclusive
Education as a Constitutional Right
The
study emphasizes that inclusive education is rooted in Indonesia’s
constitutional mandate guaranteeing equal access to education for all citizens.
At
the international level, the framework aligns with:
- The
Convention on the Rights of Persons with Disabilities (CRPD)
- Sustainable
Development Goals (SDG) Target 4
- The
Salamanca Declaration on Education for All
Inclusive
education, the authors note, is not merely about placing children with special
needs in regular classrooms. It requires transforming school systems to adapt
to diversity rather than expecting students to conform to rigid structures.
Key
Provisions of Governor Regulation 17/2023
Document
analysis highlights several core components of the 2023 regulation:
- Inclusive
schools must undergo an official selection and designation process.
- Each
inclusive secondary school must have at least one qualified Special
Supervising Teacher (GPK).
- Curriculum
adjustments must be tailored to individual student needs.
- Parents
must be involved in educational planning.
- Monitoring,
evaluation, and complaint mechanisms must be formally established.
The
regulation also mandates integrated data collection on inclusive schools,
student distribution, and learning outcomes.
The
Implementation Gap
Despite
progressive regulations, the research identifies a significant gap between
policy design and field implementation.
Limited Availability of Inclusive
Schools
Inclusive schools remain concentrated
in major urban areas. Students with disabilities in remote districts often must
travel outside their communities, increasing financial and emotional burdens on
families.
Shortage of Special Supervising
Teachers (GPK)
The ratio of trained GPK teachers to
students with special needs remains inadequate. Training programs are
inconsistent, and professional development is not yet systematic or
sustainable.
Insufficient Accessible Infrastructure
Many schools lack basic accessibility
features such as ramps, adapted toilets, and specialized learning
aids—particularly in remote areas such as Mahakam Ulu and Paser districts.
Weak Integrated Data Systems
Although data collection is mandated, comprehensive provincial-level data on inclusive school distribution, teacher competency profiles, and student learning outcomes remain limited.
Cultural and Social Barriers
Beyond structural challenges, social
stigma toward children with disabilities continues to affect implementation.
Some educators and communities still operate within a deficit-based perspective, viewing students with special needs as burdens rather than contributors to classroom diversity. This cultural barrier slows the transformation toward genuinely inclusive school environments.
Strategic Recommendations
The researchers propose several
strengthening measures:
- Routine
professional development for GPK and regular teachers in collaboration
with universities
- Dedicated
provincial and district budget allocations for inclusive education
infrastructure and staffing
- Development
of priority inclusive schools in every sub-district
- Empirical,
field-based evaluation studies beyond document analysis
- Integration
of education policy with social welfare and healthcare services
Teacher capacity building is identified as the most critical factor for successful implementation.
Opportunities Under the Independent
Curriculum
Indonesia’s Independent Curriculum
reform provides greater flexibility in learning design. Project-based learning,
contextual approaches, and assistive technology integration offer significant
potential to enhance inclusive practices.
However, these opportunities require sustained mentoring, resource support, and cross-sector coordination.
Conclusion
East Kalimantan has established a
relatively comprehensive inclusive education framework, particularly through
Governor Regulation No. 17 of 2023.
Nevertheless, implementation remains
constrained by human resource limitations, uneven infrastructure, fragmented
data systems, and cultural resistance.
Moving from regulatory commitment to meaningful inclusion will require coordinated efforts from provincial authorities, schools, families, and civil society organizations.
Author Profiles
- Nurlaili- Universitas Mulawarman
- Herpina M. Sianturi- Universitas Mulawarman
- Yuli Wulandari- Universitas Mulawarman
- Yunita Sari- Universitas Mulawarman
Research Source
Nurlaili, Sianturi, H. M., Wulandari, Y., & Sari, Y. (2026). Analysis of Inclusive Education Policy in Kalimantan Province East: A Systematic Literature Review of Regional Regulation Document. International Journal of Education and Life Sciences (IJELS), Vol. 4 No. 2, 93–108.
DOI: https://doi.org/10.59890/ijels.v4i2.265
URL: https://ntlmultitechpublisher.my.id/index.php/ijels
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