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http://jurnal.ustjogja.ac.id/index.php/incotes/index

The Acceptance of Disabled Students in Higher Education

1Dinar Westri Andini, 2Shanta Rezkita, 3Yohana Sumiyati

1, 2, & 3Universitas Sarjanawiyata Tamansiswa, Indonesia

To cite this article:

Andini, D. W, Rezkita, S. & Sumiyati, Y. (2019). The Acceptance of Disabled Students in

Higher Education. In D. S. Setiana, A. Setiawan, D. Supriadi, K. H. Najib, T. Ardhian, N. A.

Handoyono, I. Widyastuti, & L. Tiasari (Eds.), International Conference on Technology,

Education and Science (pp. 66–70). Yogyakarta.

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InCoTES 2019

ISSN: 978-602-6258-14-4

The Acceptance of Disabled Students in Higher Education

Dinar Westri Andini1, Shanta Rezkita2, Yohana Sumiyati3

Universitas Sarjanawiyata Tamansiswa, Indonesia1, 2, &3

dinar@ustjogja.ac.id

Article Info

Abstract

Proper education is the right of all people likewise individuals with disabilities or Special Educational Needs (SEN). Every person has the right to get same opportunity in achieving what he aspires to and then, they can live independently amid society. That case is a reason to provide equal opportunities in achieving education in higher education. However in the implementation of inclusive education in higher education is not easy. The higher education needs to open the opportunity for diversity and a positive view of these differences. However, this article describes how lecturer’s acceptance in students with special needs (SEN) at Sarjanawiyata Tamansiswa University (UST). This study uses quantitative type of research and descriptive format through survey methods. The results obtained that of the total 30 lecturers gave positive responses and expressed acceptance if there were students with disabilities in their classes. This positive response becomes supported indicator of educational success for all in higher education.

Keywords: Disability, Higher Education, Inclusive Education Keywords

Disability

Higher Education

Inclusive Education

Introduction

The education paradigm for special education needs (SEN) growth continuously. Starting from limited education access for SEN which then solved with a medical approach provides an opportunity to get a proper education based on their obstacles. This case became the starting point that the SEN get more attention especially inequality of getting the Education right. However, the medical approach which finally they labelled, and so far become Discrimination that SEN should join the integration system if they want to enroll in regular education. The implementation of the integration system means that the SEN right is still not fulfilled and it allows the discrimination. Therefore, a social approach paradigm that concern on the development of social justice (Bailey & Plessis, 2006). It means that we consider the individual as a perfect person but we do not see his obstacle, and we do not see from the needs and potential they have (Fiona, Shevlin, Buchner, Biewer, & Miguel, n.d.). A social approach that has committed on equality and justice aware that each individual has different characteristics and a focus on learning needs is the basis for the change and development of the same rights in education, and further it can lead to social justice. The ultimate purpose of education is "to live together" so that all people must be able to live together in society.

The education evolution process towards inclusive education often judges that inclusive education is the same as the special education need because its history begins with the absence of opportunities for SEN to obtain educational services. This case is also influenced by the understanding of policy who misinterpreted inclusive itself which finally called individuals with special needs as "inclusive children" (Mumpuni arti Mumpuni arti, C. Asri Budi ningsih, Dinar Westri Andini, 2019). This view must be straightened out, the meaning of inclusive education is the values of acceptance of all individuals without exception in obtaining equality, proper and qualified education rights to participate with one another and they have opportunity to achieve achievements according to their potential (Ainscow, 2014). Therefore, the implementation of inclusive education is a solution to give equal opportunity to get education. That statement is supported with the law about education Law number 8 of 2016 concerning persons with disabilities Article 10 paragraph a reveal that persons with disabilities have the right to get equal quality education at all education units in all types, lines and levels of knowledge both inclusively and specifically. Then, The Ministry of Research, Technology and Higher Education law Number 46 of 2017 concerning Special Education at higher education (Yusuf, 2018). This statement means that higher education must also be open to all students.

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International Conference on Technology, Education and Science (InCoTES) 2019

Inclusive education has become an international concern. Everyone has the same right in getting good quality and decent education. The basis for implementing this inclusive education is based on several international declarations, namely the Declaration of Human Rights in 1948, the Salamanca Declaration and the framework of action on special needs education in 1994 that every individual has the same right to education and given the opportunity to achieve their dream based on their learning needs because each individual is unique, has different interests and abilities and learning needs (UNESCO, 1994). The benefits are not only fulfilling human rights and individual rights but also further importantly for human welfare, and indirectly opening opportunities for individuals who have special needs to join and get the same rights as other individuals. Thus, education will become a friendly learning environment for all people (Moriña, 2017).

The same rights in obtaining the same education as the basis of education for all are also contained in the Tamansiswa Foundation, namely Pancadarma which explain that every human being has the potential that can be developed and it will be happy if it harmonizes with nature. Each individual also has independence which becomes the basis for developing strong personal character and aware in an atmosphere of balance and harmony with community life. Then, the foundation of culture which means that in maintaining national culture toward progress in accordance with the progress of society and the progress in the interests of people's lives physically and spiritually, the basis of nationality which means that in one nation both joy and sorrow must be able to reach the inner and outer happiness of the whole nation, and the basis of humanity which means that fellow creatures of God must have compassion as proof of the nobility of reason so that they can fight something that inhibits the progress of education itself (Dewantara, 1981).

The success of inclusive education needs to be fought together. Physical and non-physical accessibility must be familiar with all diversity, including SEN. In the realm of higher education environment (higher education), one of the roles of educators or lecturers is to supports the successful implementation of inclusive education and forms a positive atmosphere in the classroom (Majoko, 2018). Positive views and the acceptance of lecturers towards students with disabilities / SEN will affect the success of learning and the achievement of learning objectives (Rosario, Alvarez, Morgado, & Dolores, 2016). Therefore, it is necessary to build or uncover the attitude lecturers’ acceptance towards SEN students in the Universitas Sarjanawiyata Tamansiswa environment.

Method

This research used quantitative research, especially descriptive format and survey methods. The data collection technique used in this study was an open questionnaire. This questionnaire contained open-ended questions to reveal the readiness of lecturers in organizing inclusive education at Universitas Sarjanawiyata Tamansiswa. The period for filling out the questionnaire was by the agreement of the researchers with the lecturers who became the sample of this study at a specific time limit. This study used a questionnaire sheet with closed and open-ended questions. Closed questions meant giving yes/no answers about the acceptance of lecturers to individuals with special needs in the higher education environment and the acceptance of lecturers to help students with disabilities in their classes. Whereas in the open-ended question the researcher asked the questions in the form of writing suggestions relating to the implementation of inclusive education at Universitas Sarjanawiyata Tamansiswa.

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Results and Discussion

Acceptance of lecturers to an individual (student) with special needs at the higher education.

Figure 1. Acceptance of lecturers to an individual (student) with special needs at the higher education The questions that were given is about the acceptance was related to the agreement that individuals with special needs joined to study together at Universitas SarjanawiyataTamansiswa. Based on the answers of all lecturers, agreed and accepted that individuals with special needs study in the Universitas SarjanawiyataTamansiswa environment. This answer reflects an open attitude towards individuals with special needs to continue their study at a higher level.

Capability to teach students with disabilities (special needs)

Figure 2. Capability to teach students with disabilities (special needs)

Based on the data above, 53% of the lecturers agree to support students with special needs, and the lecturers will look for sources of references if they face problems in dealing with them. Some suggestions was given by lecturers relating to the implementation of inclusive education at SarjanawiyataTamansiswa University are needed to improve infrastructure that is friendly to all, help the lecturers to complete their comprehensive skills and knowledge, establish effective collaboration between lecturers who are competent towards inclusive education, Establish an environment that is friendly and accepting of all, giving provision to lecturers in understanding the needs of each student.

The results mentioned above indicate that the acceptance of lecturers to disabilities is positive and it requires support by providing knowledge and skills that are sustainable in improving teaching competence in the classroom (Moriña, 2017). This positive outlook will help in the implementation and success of inclusive education. Lecturers become an important key in forming a positive atmosphere in the classroom and the flexibility in

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International Conference on Technology, Education and Science (InCoTES) 2019

developing learning that is able to accommodate the diversity of students in their class, remove barriers to learning and develop the learning method that is accessible for all students (Rosario et al., 2016)

Conclusion

The researcher realizes that in higher education, lecturers will also face the diversity of students in their classes. This cannot be denied because government made policy which is stated all educational institutions must provide opportunities for all people without exception in getting the same rights, especially in getting good quality education in order achieve the ultimate goal of education "to live together" that everyone must be able to work together and live side by side with one another. Therefore, it is very necessary for preparing a friendly environment both in terms of physical and non-physical. Based on the questionnaire that was filled out by 30 lecturers. Those all have an open-minded on diversity including individuals with disabilities, with several considerations to improve the lecturer competence and develop physical facilities at the higher education. This suggestion has become a strong supporter in developing and succeeding inclusive education in the higher education environment, especially Universitas Sarjanawiyata Tamansiswa.

Recommendations

Based on the research results obtained, that lecturers still need to increase their competence in teaching diverse students in the class, especially individuals with special needs (SEN), the following steps need to be taken are: 1. Forming a group discussion that will be carried out continuously.

2. Creating a group discussion on social media that will make it easy to exchange ideas and experiences. 3. Provide training and improvement of human resources, especially competencies in teaching in the class. Then, the lecturer can find alternative ways so that all diversity can participate and eliminate barriers or obstacles faced by SEN.

Acknowledgements

Thanks to the LP3M Universitas Sarjanawiyata Tamansiswa in supporting this research and the research team who always collaborates well.

References

Ainscow, M. (2014). Understanding the development of an inclusive education system, (December 2005), 4–20. Bailey, J., & Plessis, D. du. (2006). Understanding principals’ attitudes towards inclusive schooling. Journal of

Educational Administration, 35(5), 428–438. Retrieved from

http://dx.doi.org/10.1108/09578239710184574

Dewantara, K. H. (1981). Asas-AsasdanPrinsip Taman Siswa. Jakarta: BalaiPustaka.

Fiona, A., Shevlin, M., Buchner, T., Biewer, G., & Miguel, A. (n.d.). Inclusive education in progress : policy evolution in four European countries Inclusive education in progress : policy evolution in four European countries, 1–19.

Majoko, T. (2018). Participation in higher education : Voices of students with disabilities. Cogent Education, 5(1), 1–17. https://doi.org/10.1080/2331186X.2018.1542761

Moriña, A. (2017). Inclusive education in higher education : challenges and opportunities and opportunities.

European Journal of Special Needs Education, 32(1), 3–17.

https://doi.org/10.1080/08856257.2016.1254964

Mumpuniarti, C, Budiningsih, A., Andini, D.W. (2019). Parent perspectives on student diversity at inclusive elementary school. Prima Edukasia, 7 no 2. https://doi.org/https://doi.org/10.21831/jpe.v7i2.26937 Rosario, L., Alvarez, E., Morgado, B., & Dolores, M. (2016). Inclusive Education in Higher Education ?, 16, 639–

642. https://doi.org/10.1111/1471-3802.12323

UNESCO. (1994). the Salamanca Statement Framework. Policy, (June), 7–10. https://doi.org/E D -94/WS/ 1 8 Yusuf, M. (2018). Pendidikan inklusif di perguruan tinggi menuju kampus yang ramah disabilitas.

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Authors Information

Dinar Andini

Universitas SarjanawiyataTamansiswa

Jl. Kusumanegara No.157 Yogyakarta, Indonesia Email: dinar@ustjogja.ac.id

Shanta Rezkita

Universitas SarjanawiyataTamansiswa

Jl. Kusumanegara No.157 Yogyakarta, Indonesia

Yohana Sumiyati

Universitas SarjanawiyataTamansiswa

References

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