Inclusive Education in Indonesia: Teachers’ Perceptions

In recent years, extensive research has been conducted on the management of inclusive education. Globally, ensuring equal educational opportunity for all continues to be a significant challenge, and inclusive education continues to be a complex issue. In regard to inclusive education, teachers’ perception, to our knowledge, is surprisingly understudied in the Indonesian context. Therefore, this paper aimed to investigate teachers’ perceptions of inclusive education in Indonesia. This study, which enrolled a total of 157 teachers as research subjects, adopted a quantitative approach and collected data via a questionnaire. The collected data were descriptively analysed through descriptive statistics, which was performed using IBM SPSS Statistics Version 25 for Windows, summarising responses of participants to the questionnaire items. The findings indicate that this current study has finally unravelled teachers’ perceptions of inclusive education in Indonesia. They have a positive perception of inclusive education regardless of their demographic backgrounds. The findings also imply that it is crucial to continue and expand teacher education as inclusive education is still in its infancy. Professional development for teachers to improve their knowledge of inclusive education, benefiting all students, is required. Suggestions with recommendations for future research are also discussed.

CHINA – PAKISTAN ECONOMIC CORRIDOR: CHALLENGES AND OPPORTUNITIES FOR PAKISTAN

One of the most highlighted projects of this decade is China Pakistan Economic Corridor (CPEC), between China and Pakistan this project leads its Uniqueness because both countries are different in account of social and political aspects. Despite of this Difference this paper explains about the challenges and opportunities for both countries through CPEC and also explains Pakistan’s explicit issues. Both countries facing different challenges but if Pakistan wants to have equal opportunities from CPEC so it is necessary to work on some explicit issues, initially we need skilled labor, highly qualified engineer, quality education from root to top, correct political concern also evolve for future, so we can take over all important project from chines, and avail all the coastal areas of Baluchistan, it is crucial favor for Pakistan to provides equal educational opportunity for Baluchistan people. Moreover, formulate long term policy of eliminating poverty on the other hand equal distribution of national wealth and atelic group of Pakistan, work for restoration confident of urban Sindh and Baluchistan people.

Education

This chapter addresses Article XIII of the Oklahoma constitution, which concerns education. Section 1 mandates establishment and maintenance of a public school system but does not guarantee an equal educational opportunity in the sense of equal expenditures of money for each and every pupil in the state. Section 2 states that “the Legislature shall provide for the establishment and support of institutions for the care and education of persons within the state who are deaf, deaf and mute, or blind.” Meanwhile, Section 3—which was entitled “Separate Schools for White and Colored Children”—was repealed on May 3, 1966. Section 4 states that “the Legislature shall provide for the compulsory attendance at some public or other school, unless other means of education are provided.” Section 5 grants power to the State Board of Education to supervise the instruction in public schools. Section 6 provides for the establishment of a uniform system of textbooks to be used in the public schools, making it clear that the books must be free to students.

Bildung und Gerechtigkeit

The article shows the interlacement of political philosophy and philosophy of education by justifying educational justice as central normative ground for analyzing educational policies as well as by defending a democratic conception of educational justice. In order to ground the importance of the concept of educational justice, the article explains the shortcomings of the alternative – functionalist and liberal perfectionist – normative grounds of educational policy. Then, the article develops a democratic conception of educational justice by first of all criticizing the liberal conception of equal educational opportunity on the ground that it implicitly accepts as valid the socially existing understanding of educational success. Based on this critique the article defends a democratic conception of educational justice that demands the institutionalization of educational practices that prepare students to define themselves as democratic citizens what educa tional success should mean.

Education Federalism: Why It Matters and How the United States Should Restructure It

Education federalism in the United States promotes state and local authority over education and a limited federal role. This approach to education federalism often serves as an influential yet underappreciated influence on education law and policy. This chapter explores how education federalism in the United States has evolved over time, its strengths and drawbacks, as well as how it has hindered efforts to advance equal educational opportunity. It argues that to achieve the nation’s education aims, education federalism must be restructured to embrace a more efficacious and efficient allocation of authority of education that embraces the policymaking strengths of each level of government while ensuring that all levels of government aim to achieve equitable access to an excellent education. The chapter proposes how to restructure education federalism to support a partnership between federal, state, and local governments to achieve equitable access to an excellent education. It also explains how this new approach to education federal could guide the United States toward a more impactful reauthorization of the Elementary and Secondary Education Act.

Schooling for Democracy: Past, Present, and Future

Education in America today lacks a meaningful vision. The equal educational opportunity goal proclaimed by the U.S. Supreme Court in Brown v. Board of Education has been undermined by the failures in the decades since of the federal courts to implement school desegregation effectively and of Congress and the state legislatures to follow through on their stated commitments to ensure that all children can learn at high levels. This chapter argues that both equity and excellence can be achieved in American education if (1) preparation for capable citizenship, the original purpose of public education in America, can be revived in a manner that responds to twenty-first-century needs for both equity and excellence, and (2) the courts play a sustained, constructive role in bringing about these changes by enforcing relevant constitutional provisions that require schools to prepare students for capable citizenship. The first part of the chapter describes how for the past half century, schools have systematically failed to prepare students to be capable citizens, and the causes of this failure. It then provides a detailed analysis of how children can be prepared appropriately to function productively as civic participants. The second part explains why the promotion of educational equity and excellence of this sort cannot, however, be realized without the active involvement of the courts, both to validate the importance of education for civic preparation and to establish the necessary preconditions for adequate and equal funding and racial and cultural integration that are necessary for these reforms to succeed.

The Constitution of Opportunity

In this chapter, Rachel F. Moran explains that equal educational opportunity is essential to prepare students for civic duties, but significant inequalities inevitably result from sorting students for jobs. In recent years, efficiency has become a driving force behind school reform, one that subordinates equal citizenship to the demands of a global economy. These tensions are most evident in school finance reform as calls for equal education devolve into demands for adequate education. Despite state court victories, disparities in per-pupil resources remain severe, threatening to deprive disadvantaged children of any meaningful opportunity to approximate the accomplishments of their privileged peers. In Moran’s view, reformers must craft a right to education that guarantees every child a fair opportunity to compete. Only then will disadvantaged students have authentic pathways to civic participation and upward mobility, pathways that can make the American dream feel like a real promise rather than a remote possibility.

Rethinking Shortages in Special Education: Making Good on the Promise of an Equal Opportunity for Students With Disabilities

In this article, the authors describe the complexity of special education teacher (SET) shortage, how shortage undermines equal educational opportunity, and strategies that school districts and state and federal governments have used to combat them. The authors consider the economic consequences of shortage and describe how school budgets are burdened by turnover and, in some cases, litigation. The authors consider specific aspects of SET shortages, including the problems of staffing high-poverty urban and rural schools, recruiting and retaining teachers of color, and staffing alternative educational placements. The authors then consider more general factors related to shortage, including the valence of teaching as a profession, attrition, working conditions, and compensation. The authors describe how broad policy-based interventions, such as federal spending on personnel preparation and alternative route entrées to teaching, have largely failed to remedy SET shortage. Finally, the authors posit that SET shortage cannot be addressed successfully without improving working conditions and differentiating compensation for shortage area teachers and teachers working with struggling students. Although special education cannot achieve such sweeping change alone, the time seems ripe for moving forward on this important agenda.