LIMITING AND SUPPORTING FACTORS FOR SCHOOL TO IMPLEMENT SOCIAL INCLUSIVE SCHOOL PROGRAMS: A POLICY ANALYSIS

There is important task which faced by public and private schools to help a population of children with disabilities through inclusive education. School as education institution has formal and informal rules to support the inclusive education. There is a trend of inclusive social services to be given for children with special needs. As the school is a group of people who have the same goals and motives, school must achieve their interests through institutional structure of formal rules (law, regulation, contract, constitutional law) and informal rules (ethics, beliefs, and other unwritten norms). However, school faced with limiting and supporting factors in the implementation of inclusive program. This paper describes the school efforts and comparing the policy of social inclusive education services in Indonesia. The school must analyze their inclusive program and the education paradigm through social theory, economic ownership and transaction costs and the efficiency of resources and incentive structures. This study concluded that social inclusive education services policies in Indonesia at informal role, which are traditions, norms, customs, religions, school are at productive level, whereas, at formal roles, school must have embedded culture as the behavioral mindset of decentralized actors to create low cost education program. Finally, this study suggested for the Indonesian education administrator to maintain local wisdom and formal rules to strengthen social inclusive education services