IMPLIKASI YURIDIS KESENJANGAN KEBIJAKAN PENDIDIKAN INKLUSIF TERHADAP HAK ASASI PENYANDANG DISABILITAS DI KABUPATEN SUKOHARJO
DOI:
https://doi.org/10.47945/muadalah.v6i1.3256Keywords:
Inclusive Education, Education Policy, Human Rights, Self-Advocacy, Parental ResilienceAbstract
This study analyzes the dynamics of fulfilling the right to education for students with special needs (PDBK) diagnosed with ADHD in Sukoharjo Regency from the perspectives of regulation and human rights protection. Using a qualitative phenomenological approach, this study explores the challenges of integration into regular schools as well as the resilience strategies employed by parents. The results indicate that the absence of operational regulations at the local level has created a gap in policy implementation (legal-pedagogical gap), resulting in inclusive educational services and appropriate accommodations not being fully realized as mandated by Law No. 39 of 1999 on Human Rights. Furthermore, the dynamics of communication in resolving disciplinary issues at school have not fully implemented the ideal mediation mechanisms in accordance with ministry guidelines, thereby potentially creating a psychosocial burden for families. To address these limitations in formal support, parents engage in independent advocacy through self directed medical and clinical support and integrate the values of local wisdom “Nrimo ing Pandum and Makaryo ing Nyoto” as coping mechanisms to support their children’s growth and development. This study recommends the importance of developing regional technical guidelines and strengthening a child friendly ecosystem to realize inclusive and equitable education
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Jalan Sorong - Klamono Km. 17 Klablim, Sorong - Papua Barat 
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