%0 Journal Article
%A PRADHIKNA YUNIK NURHAYATI, -
%D 2012
%F digilib:13932
%J WELFARE JURNAL ILMU KESEJAHTERAAN SOSIAL, VOL. 1, NO. 1, JANUARI-JUNI 2012 
%K Keywords: Disabilities, Inclusive education, Inclusive schools, Inclusive society  
%T  MEWUJUDKAN   PENDIDIKAN INKLUSIF:  TINJAUAN ATAS PRAKTIK SEKOLAH INKLUSI TINGKAT MENENGAH DI KOTA YOGYAKARTA    
%U https://digilib.uin-suka.ac.id/id/eprint/13932/
%X The idea of inclusive schools basically appears as a critique of the exclusive education that increasingly marginalize disabled people from social interaction with the community at large. In this perspective, inclusive schools as one manifestation of inclusive education is not only aimed at improving access to quality education for people with disabilities, but also to create an inclusive society. But in practice, there are so many irregularities in the implementation of inclusive schools. This is due to the inaccuracy of the actors in understanding and interpreting the definition of inclusive schools. In effect, the implementation of inclusive schools have a wide range of variations on some level even more to perpetuate the practice of discrimination against people with disabilities.  This paper will outline practical of inclusive school in senior high school levels in the city of Yogyakarta based on the results of research on the Opportunities and Challenges of Development of Inclusive Schools as Community Media Shaper Anti-Discrimination Behavior in Yogyakarta. Beginning with a review of the definition of inclusive education and its core concepts, this paper will attempt to identify school practices based on concepts of inclusive education. How far that inclusive education is understood, and how stakeholders to implement that understanding to realize the ideals of education in shaping an inclusive society and anti-discrimination.  As a long-term target, inclusive schools in practical terms is closely  associated with an increase in the quality of schools that are responsive to the needs of all students, including students with disabilities. From this it can be understood that the inclusive school is basically the goal to achieve a quality school that is not only applied to certain schools, but a model of education for each school. By outlining the definitions and concepts of inclusive education and use it to dissect the practice of inclusive schools in the city of Yogyakarta, this paper is expected to provide an overview and become one perspective to evaluate the implementation of inclusive schools in general, in the city of Yogyakarta in particular.