Inclusive Education at Islamic and General Universities: An Analysis of Policies, Teaching Strategies, and Curriculum Implementation

This study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services. AbstrakPenelitian ini merekrut partisipan di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.

The Continuity of Adhocracy: Formal Practices of Segregated Schooling of Immigrant Students as a Mirror for German Migration Politics

This article shows the historical continuities of segregated schooling of migrant children in Berlin from the 1960s to the present. My main argument is that segregated schooling can be understood as a result of an administrative denial of the fact of immigration. Instead of changing the system for the needs of a diverse student body, schools and school administrations develop instable adhoc regulatory practices of segregated schooling.

The Right to Education

This chapter examines the approach of the European Court of Human Rights to cases concerning children’s education, and the interaction between parental rights and state obligations in this respect. It starts by looking at the jurisprudence concerning state versus private schooling, as well as the compatibility of prohibitions on home schooling with the Convention. It then goes on to consider specialised and segregated schooling, focusing on children with disabilities, migrant children, and ethnic minorities, and in particular the treatment of Roma children. The chapter further analyses the ability of parents to object to the content of education provided by the state, in the context of education in a chosen language, sexual education, and religious education. Finally, this chapter considers how Article 2, Protocol 1 of the Convention has been applied to higher education.

Visibly Invisible: TribalCrit and Native American Segregated Schooling

The significant racial project known as Brown v. Board of Education has been the subject of numerous articles related to critical race theory scholarship and sociological analysis. But what of the racial projects represented in other racial groups, specifically, Native Americans? Through comparative historical case study and legal storytelling, I introduce five cases involving Native American plaintiffs into the segregated schooling narrative. Using a blend of TribalCrit (Native American critical race theory) and Omi and Winant’s theories on racial projects and racialization, I analyze the court opinions and argue that these cases represent more than racial projects. They are colonizing racial projects that offer very complicated contributions to the historical, legal, and social construction of race in the United States.

With No Deliberate Speed

This chapter details what transpired in Mississippi between the Brown v. Board of Education decision in 1954, the passage of the Civil Rights Act in 1964, and the Alexander v. Holmes County Board of Education ruling in 1969, as local blacks fought to hold their school districts accountable to the principles of Brown, and whites devised a host of ever-changing ways to delay or impede desegregation efforts. Despite the success of the Citizens' Council in stopping blacks from filing desegregation petitions with their local school boards, many blacks in the South continued to hold onto at least a modicum of optimism that the law of the land would ultimately prevail. In October 1969, the Alexander v. Holmes Board of Education ruling finally forced school districts in Mississippi to end their dual system of segregated schooling.

Big Bulls in the Local Herd

This chapter examines the role of superintendents in local school desegregation efforts, focusing particularly on the stories of Julian Prince, Clyde Muse, Tom Dulin, and Harold Kelly, who between them led seven school districts through school desegregation. Their stories demonstrate the many challenges school leaders faced in trying to mitigate the daily operations of school desegregation. Even after the Alexander v. Holmes ruling in October 1969, which called for an immediate end to segregated schooling, many superintendents with their school boards continued to wage a fierce battle with the Department of Health, Education and Welfare over their desegregation plans. Ultimately, regardless of how they went about desegregating their schools, the superintendent as the educational leader of his school district was expected to direct and lead his school through the turmoil of school desegregation.

Separate is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation: written by Duncan Tonatiuh

Purpose The purpose of this paper is to use Separate is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation, by Duncan Tonatiuh, along with other materials on school segregation to address the question, is separate ever equal? Design/methodology/approach Students compare and contrast segregated schooling using a Venn diagram, then research other instances of school segregation, paying attention to the time periods, geographic locations, and impact on segregated individuals. In pairs, students identify these locations on a US map and create a class timeline of the instances of segregation they uncover. Using their research, the class then discusses segregation and its impact on the segregated groups and individuals. Afterwards, students compare their school to the schools researched to determine if segregation exists in their school, and form a class position statement on the importance and benefits of school desegregation. Findings Students will build an understanding of the importance and benefits of school desegregation and the negative impact of segregation. Originality/value This lesson plan brings together multiple texts that illustrate the impact of segregation on various cultures in America.