{"id":19662,"date":"2020-04-29T12:38:00","date_gmt":"2020-04-29T05:38:00","guid":{"rendered":"https:\/\/www.inovasi.or.id\/?post_type=publication&p=19662"},"modified":"2026-03-19T10:56:50","modified_gmt":"2026-03-19T03:56:50","slug":"promoting-quality-education-for-all-children-including-special-needs-children","status":"publish","type":"publication","link":"https:\/\/www.inovasi.or.id\/en\/publication\/promoting-quality-education-for-all-children-including-special-needs-children\/","title":{"rendered":"Promoting Quality Education for All Children, Including Special Needs Children"},"content":{"rendered":"\n
<\/div><\/figure>\n\n\n\n

 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.<\/p>\n\n\n\n

\u201cThere are times when we are made aware by other people. This program has made us aware of the importance of education for ABK itself,\u201d said Ahmad.<\/p>\n\n\n\n

According to Ahmad, paying attention to or caring about children\u2019s 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.<\/p>\n\n\n\n

\u201cIn the Koran, it is explained how humans should care for and pay attention to human beings who have shortcomings,\u201d he said.<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

When we met him at the Office of the Ministry of Religious Affairs, Central Lombok regency, he said, \u201cIt turns out that teachers and supervisors play an important role in the teaching and learning process of children with special needs.\u201d<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

There are 273 Islamic elementary schools, or Madrasah Ibtidaiyah<\/em> (MI), in the working area of \u200b\u200bthe Ministry of Religious Affairs. There are many students in MI who are ABK but managing them has not been comprehensive.<\/p>\n\n\n\n

\u201cChildren don\u2019t 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,\u201d Ahmad explained.<\/p>\n\n\n\n

With the existence of INOVASI, there have been significant changes in both ABK and teachers. \u201cParents are starting to pay attention to their children\u2019s education, teachers are starting to care so that children now feel at home when in school,\u201d he said.<\/p>\n\n\n\n

Ahmad then shared his joys and sorrows when dealing with children with special needs and also with teachers.<\/p>\n\n\n\n

\u201cWhen 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,\u201d he said.<\/p>\n\n\n\n

Ahmad also added that earthquake is another potential obstacle, which resulted in several teachers neglecting their teaching duties and other student-related support activities.<\/p>\n\n\n\n

\u201cThat\u2019s what happened in the northern region where I was guiding because it was an area prone to earthquakes,\u201d said Ahmad.<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

According to Ahmad, local governments must take advantage of the existence of Islamic religious teachers or scholars (kyai<\/em> or ulama<\/em>) as well as local community leaders to provide understanding and awareness to parents about the importance of education for children with special needs.<\/p>\n","protected":false},"excerpt":{"rendered":"

 That is the impression that Ahmad Mujahidin, M.Pd., received from INOVASI. 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