Inclusive education program in preschool involving student with developmental delay: Perception from classmates and class teacher

Inclusive education was introduced in the education act 1996 as to part of human rights and equal education for all. Inclusive education happens when students with and without disabilities participate and learn together in the same classes, and being taught by the same mainstream teachers. Inclusive education also referring to the situation that all students are welcomed by their neighborhood schools in age-appropriate, and are given appropriate supported to learn, and participate in all aspects of learning in the school. This research was carried out with aim at a Non-Government Organization (NGO) to identify the importance of inclusive education in preschool context in assisting student with developmental delay in four aspects: language or speech delay, motor delay, social and emotional delay, and cognitive delay. This study implemented both quantitative and qualitative method. For the quantitative method, this study used observation check list and for the qualitative method, this study used semi structure interview protocol. The respondents for this study has been selected through purposive sampling technique. The respondent was one preschool student who is having a developmental delay. This study involved data collection through observation as well as interview. The results of this study demonstrated that the respondent had successfully suit himself in the class with other normal students, even though at the beginning the respondent seemed very sensitive and hipper, as he always cries, scream and could not settled down. The finding also showed that the respondent's emotion successfully stabling down and what is more surprising, he started to speak. Regarding the respondent's motor abilities, his gross skills really exceled, as he can run, climb, and walk on structured line and even play structured games with other students.