Inclusive Education in the Education Policies of Bangladesh and Indonesia (A Case Study in the Dhaka (Bangladesh) City and Yogyakarta (Indonesia) City)

Akter, Nasima (2009) Inclusive Education in the Education Policies of Bangladesh and Indonesia (A Case Study in the Dhaka (Bangladesh) City and Yogyakarta (Indonesia) City). S2 thesis, UNY.

[img] Text
thesis-nasima-akter-07704251006.swf

Download (2MB)

Abstract

This study was aimed at describing and exploring the national education policies of Bangladesh and Indonesia and to find out the reflections of inclusive education in those policies. The framework of the research study was formulated around the aspects of responsible authority, education provision, teacher’s qualification, student’s entrance, curriculum, medium of instruction, and evaluation procedure. In addition, the comments on these aspects from experts and implementation personnel were also counted. Qualitative and quantitative approaches were applied to describe and analyze the education policies of those countries. The data were collected through content analysis of the policies and questionnaire for the experts and implementation personnel of the two cities (Dhaka, Bangladesh and Yogyakarta, Indonesia). The items of the questionnaire were centered to find out the respondents’ view about the sufficiency of exiting statement in the policy and their agreement or disagreement on some issues of identified aspects. There were 2 experts related with inclusive education and 10 inclusive education implementation personnel from each of the cities. The finding showed that there was no reflection of inclusive education in the identified aspects in National Education Policy 2000 of Bangladesh and the statement in Primary Education (Compulsory) Act 1990 was found enough to implement inclusive education in Bangladesh. On the other hand, in Indonesia the Undang-Undang Sistem Pendidikan Nasional No 20 Tahun 2003 already included inclusive education as a provision of special education and the statement of Wajib Belajar (Compulsory) was found enough to implement inclusive education in Indonesia. The majority of the respondents from Dhaka city agreed strongly with the issues of taking responsibility by Ministry of Education in Bangladesh, including inclusive education under general education system, having training on inclusive education as a qualification of regular school teachers, simplifying and modifying the curriculum for special needs children, applying flexibility in evaluation procedures and teacher collaboration. The respondents however agreed slightly with the issue of medium of instruction. Furthermore, the respondents from Yogyakarta also agreed strongly to include the issues of teachers’ qualification, curriculum, evaluation procedures and medium of instruction and teacher collaboration in the national education polices and plans. Therefore, policy maker should consider issues of inclusive education in national education policies.

Item Type: Thesis (S2)
Uncontrolled Keywords: pendidikan khusus
Subjects: Pendidikan > Pendidikan Luar Biasa
Divisions: Program Pasca Sarjana > Program Pasca Sarjana: Pendidikan Luar Sekolah
Depositing User: Perpustakaan Program Pascasarjana UNY
Date Deposited: 03 Jun 2017 06:55
Last Modified: 03 Jun 2017 06:55
URI: http://eprints.uny.ac.id/id/eprint/49422

Actions (login required)

View Item View Item