Peranan Dinas Pendidikan Dalam Program Pendidikan Inklusi Bagi Anak Berkebutuhan Kusus Di Kabupaten Deli Serdang

Abstract

Pendidikan inklusi di Kabupaten Deli Serdang menghadapi kesenjangan antara kebijakan nasional dan realitas aksesibilitas, fasilitas, serta sumber daya untuk anak berkebutuhan khusus (children with special needs), sebagaimana diamati di sekolah formal dan nonformal. Penelitian ini berbasis teori implementasi kebijakan publik Van Meter dan Van Horn untuk menganalisis peran Dinas Pendidikan sebagai regulator, fasilitator, dan inovator. Metode deskriptif kualitatif (qualitative descriptive) digunakan dengan pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi dari informan seperti pejabat Dinas Pendidikan, SMAN 2 Lubuk Pakam, PKBM Adiba, guru, serta orang tua; analisis tematik meliputi reduksi (data reduction), penyajian (data display), dan penarikan kesimpulan (conclusion drawing). Hasil menunjukkan Dinas Pendidikan telah menjalankan peran melalui kebijakan inklusi dan inovasi “DEMI SEPEDA BAGUS” yang melayani 284 anak berkebutuhan khusus, namun terhambat keterbatasan Guru Pendamping Khusus (special assistant teacher), fasilitas ramah disabilitas, dan anggaran. Kesimpulan merekomendasikan integrasi pendidikan formal-nonformal sebagai model inovatif tingkat Kabupaten. Inclusive education in Deli Serdang Regency faces gaps between national policies and the reality of accessibility, facilities, and resources for children with special needs, as observed in formal and nonformal schools. This study is based on Van Meter and Van Horn’s public policy implementation theory to analyze the Education Office’s role as regulator, facilitator, and innovator. A descriptive qualitative method was employed, with data collection via in-depth interviews, observation, and documentation from informants including Education Office officials, SMAN 2 Lubuk Pakam, PKBM Adiba, teachers, and parents; thematic analysis involved reduction, presentation, and conclusion drawing. Results show the Education Office has fulfilled its role through inclusive policies and the “DEMI SEPEDA BAGUS” regional innovation serving 284 children with special needs, yet hindered by shortages of Special Assistant Teachers, disability-friendly facilities, and budget limitations. Conclusions recommend integrating formal and nonformal education as an innovative district-level model.