School Well-being in the Implementation of Inclusive Education in Higher Education


Inclusive education echoed by the Indonesian government is still limited to elementary and secondary schools. It is now expected that individuals with disabilities must also be provided access to educational services at the tertiary level. This study uses a qualitative method in describing inclusive education that has been applied to four universities in Indonesia, namely: Universitas Brawijaya Malang as the main place of research, and the other three universities (UIN Sunan Kali Jogjakarta, Unika Atmajaya Jakarta, and Padang State University) as a comparison. There were 9 respondents in total comprising: the Manager of the Service Unit Disability, Lecturer, Psychologist, Student and Alumni. The method used is an interview. The results showed that every university that had implemented inclusive education provides services in accordance with the needs of disability through collaboration with various parties on campus so that optimal services are provided to students with disabilities. Moreover, everyone is involved in the process, ranging from the Rector (policy-makers), Deans, Head of Study Program, Lecturers and Students so that all assume their respective roles so that every aspect of school well-being can be achieved optimally. Among the aspects of school well-being, the aspect of loving has a very large role in the creation of welfare for students with disabilities. When students are able to feel understood and accepted, they will exert their utmost effort in maximizing their potential.

Keywords: higher education, inclusive education, school well-being

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