That is the impression that Ahmad Mujahidin, M.Pd., received from INOVASI. Ahmad is the supervisor of Islamic Education at the Ministry of Religious Affairs of Central Lombok regency and the regional facilitator (fasilitator daerah, or Fasda) of INOVASI in the district. The program advocates that children with special needs (Anak dengan Kebutuhan Khusus, or ABK) receive quality education.
“There are times when we are made aware by other people. This program has made us aware of the importance of education for ABK itself,” said Ahmad.
According to Ahmad, paying attention to or caring about children’s education, especially children with special needs, is not only recommended by the government and INOVASI, but in the Koran teaches to pay attention to children with special needs.
“In the Koran, it is explained how humans should care for and pay attention to human beings who have shortcomings,” he said.
Ahmad is interested in joining INOVASI because INOVASI has a pilot program for the development of education for children with special needs. For some time, he did not know how to deal with ABK in the classroom.
When we met him at the Office of the Ministry of Religious Affairs, Central Lombok regency, he said, “It turns out that teachers and supervisors play an important role in the teaching and learning process of children with special needs.”
After becoming an INOVASI regional facilitator, or Fasda, and participating in a series of trainings, he realized that no one should differentiate between ABK and other students in getting a decent and quality education. Ahmad also knows that it is necessary to distinguish between aspects of development in ABK students and regular students. Ahmad hopes that this will be realized by the teachers and other supervisors.
There are 273 Islamic elementary schools, or Madrasah Ibtidaiyah (MI), in the working area of the Ministry of Religious Affairs. There are many students in MI who are ABK but managing them has not been comprehensive.
“Children don’t feel inferior or discouraged about their condition. However, the lack of attention from teachers and the government towards meeting the needs of children with special needs has made them lazy to go to school,” Ahmad explained.
With the existence of INOVASI, there have been significant changes in both ABK and teachers. “Parents are starting to pay attention to their children’s education, teachers are starting to care so that children now feel at home when in school,” he said.
Ahmad then shared his joys and sorrows when dealing with children with special needs and also with teachers.
“When teachers build the same determination and enthusiasm to work together in managing children with special needs, it makes us happy. Sadly, teachers seldom come in, are impatient, and give up easily,” he said.
Ahmad also added that earthquake is another potential obstacle, which resulted in several teachers neglecting their teaching duties and other student-related support activities.
“That’s what happened in the northern region where I was guiding because it was an area prone to earthquakes,” said Ahmad.
He hopes that the government will support inclusive schools, including madrasah schools, because many schools have not allocated enough budget to meet the needs for educational facilities and infrastructure that support children with special needs.
According to Ahmad, local governments must take advantage of the existence of Islamic religious teachers or scholars (kyai or ulama) as well as local community leaders to provide understanding and awareness to parents about the importance of education for children with special needs.