THE PERSPECTIVE OF INCLUSIVE SCHOOL FOR FUTURE STUDENTS WITH SPECIAL NEEDS THROUGH MORE EFFECTIVE EDUCATION STRATEGY IN JAKARTA PROVINCE

The perspective of inclusive school in Jakarta province is considered not too optimal in helping children with special needs to reach a better future. The various reason stated by the chosen school that was chosen based on the decision of the Provincial Education Depart ment’s Special Capital Region Jakarta No. 623/2011 about the names of chosen schools that are going to be an inclusive school in 2011 which are 164 schools of them in five different regions in Jakarta. The complaint that was brought up from 17 schools surveyed are infrastructure is inadequate, lack of human resources to meet the requirements as a special tutor, low gross enrollment rate for children with special needs and understanding of the unfavorable attitude of the parents and community to children with special needs. This research has an insight into the long term ahead. Not only to develop the education strategy that works more effective than the previous strategy in the Inclusive schools so that the output and the input more clearly to describe whether the children with special needs could go to the school or not, but also to find out the successful of inclusive schools in helping the children with special needs to reach a better future and to take their place in the real social life in order to get a job. The focus of this research are the management of the inclusive school itself, the process of learning in the school, the education strategy, the profile of the student who needs special treatment and their parents. The Research used qualitative method, a case study of inclusive school in south Jakarta and center Jakarta with the phenomenological paradigm, snowball sampling and also in-depth interview. This research offers some solutions of the problem. They are (1) the improving quality of education services for children with special needs through the development of modification curriculum and the given of special tutor (2) the introduction stage strategy (3) the strategy development through the support and participation of stakeholders (4) the acculturation strategy which is consistently and systematically executed inherent in people’s lives