142 Journal of ICSAR ISSN (print): 2548-8619; ISSN (online): 2548-8600 Volume 2 Number 1 January 2018 The Implementation of Inclusive Education in Indonesia for Children with Special Needs: Expectation and Reality Mohammad Efendi Universitas Negeri Malang, Indonesia Email: efendi.plb@gmail.com Abstract: Government efforts to legitimize the implementation of inclusive education for children with special needs in regular schools ranging from primary education to secondary education, the more opportunities to expand opportunities for children with special needs in order to obtain quality education services. However, good policy is not balanced with the readiness of the recommended schools to provide adequate learning facilities and resource support. As a result, there is an indication that the special needs of children’s education in inclusive schools have not received appropriate educational services based on their needs. Keyword: inclusive education, children with special needs INTRODUCTION The development of science and technology impacting innovative works in various felds of life. It did not correlate with the decline of children with special needs population. Otherwise, the advancement of civilization expected to suppress the incidences of births with physical and/or mental barriers may not be able to withstand the “boom” incidents of children with special needs, especially in cases of autism. The presence of special needs children around us automatically requires special education services to suit their needs. The urgency of children with special needs requires special education services so that they can develop their maximum potential, “... Who deviates from the average or normal child in mental, physical, or social characteristics educational services in order to develop to his maximum capacity” (Efendi, 2010). A similar opinion is expressed by Schulz et al. (1995), which is “…those who require special education and related services if they are to realize their full human potential” (Hallahan & Kaufman, 1991). Developing the potential and capacity of children with special needs to the maximum is not easy. For that, adequate supporting resources are needed, including specifc learning facilities, special learning professional and non-academic treatment, students’ friendly environment, operational costs, and others. Cumulatively, if calculated the need for the cost of education of children with special needs is relatively expensive, while the output resulting from the process in quantity is not signifcant and unbalanced by the amount of cost spent. Based on these assumptions, the policymakers who do not have a good commitment rarely give priority scale to the development of children with special needs potential, because the productivity contribution from the students with special needs is not as good as normal child productivity. Whatever the circumstances, the presence of children with special needs in the community needs to get the same rights to obtain quality education like any other normal child. Because education is the only effort needed by children with special needs to be able to help themselves and adapt to the environment (Efendi, 2017). Therefore, the more children with special needs who receive accurate educational services, it will be more and more populations of children with special needs who are skilled in adapting and being able to help himself. In turn, this condition directly affects the reduction of maintenance costs for them throughout life. Another important effect, namely the increasing number of children with special needs who are educated and skilled, indirectly also increase self-esteem and dignity as a nation (Efendi, 2006). The existence of children with special needs in small groups or large groups community still has a negative stigma. Just by looking at certain temporary physical and behavioral conditions, they spontaneously assign certain labels to the individuals identifed in the category. This exact spontaneous perception is very dangerous, because if we misinterpret the condition and characteristic of a person perceived to have a disability we have committed “killing” of the potential that should be grown. According to academic norms, to include those identifed in certain abnormal categories requires complete and accurate information, especially from families, professionals/experts, or the children themselves because the physical and mental indicators brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Portal Jurnal Elektronik Universitas Negeri Malang