Kartunet - Organizing inclusive education in regular schools is not an easy task, especially amidst the crisis of a shortage of Special Education Teachers. In practice, the government often addresses this shortage of educators by organizing "instant training" programs lasting two weeks to three months for regular teachers. Unfortunately, this quick solution often creates a competency gap when compared to educators who have pursued a bachelor's degree in Special Education (PLB) or Psychology and are accustomed to handling children with special needs.
On the other hand, educators who genuinely have a background in Special Education (PLB) often experience anxiety when placed in inclusive schools. They worry about the clarity of their employment status, career development, and even difficulties meeting the minimum teaching hour requirements for teacher certification disbursement. This dilemma often leads to suboptimal quality of inclusive education services.
A Glimmer of Hope Through Director-General of GTK Regulation No. M.699 of 2024
Addressing these long-standing concerns, the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) issued Director-General of Teachers and Education Personnel Regulation Number M.699 of 2024. This regulation specifically provides very clear and measurable technical guidelines regarding the provision and assignment of Special Education Teachers (SET).
One of the most significant institutional breakthroughs of this regulation is the centralization of SET assignments through Disability Services Units (DSU). SETs are no longer "left" isolated in a single school but are assigned by the Personnel Development Officer (PPK) under the auspices of the DSU at the Regency/City level (for early childhood, elementary, and junior high school levels) or the Provincial level DSU (for senior high/vocational school levels). Through these DSUs, an SET can be assigned to directly provide support services to several target schools simultaneously that have students with disabilities.
Academic Qualification Flexibility: Not Necessarily a Bachelor's Degree in Special Education (PLB)
To address the quantitative crisis of SETs in various regions, this Director-General Regulation also opens up room for flexibility. Becoming an SET is no longer strictly mandatory to hold a Bachelor's degree in Special Education (PLB). Teachers with other bachelor's qualifications—who are already serving as classroom or subject teachers in inclusive educational units—can be officially appointed as SETs, provided they must possess an advanced-level candidate SET training completion certificate. This provides a middle ground that bridges the shortage of PLB bachelor's graduates while ensuring technical competency standards for disability services in the classroom.
Safeguarding Certification Rights: 24-Hour Face-to-Face Equivalency
The most reassuring news for SETs is enshrined in the recognition of their workload. This regulation provides legal certainty that the workload of SETs in developing Individualized Education Programs (IEPs), providing special services, and assisting regular teachers is calculated as equivalent to at least 24 hours of face-to-face instruction per week.
The total workload of SETs is fully recognized as 40 hours per week. To meet this, the workload will be distributed proportionally based on the difficulty level of supporting students with disabilities, namely mild, moderate, and severe categories. Furthermore, SETs now have obligations and rights equivalent to general teachers to undertake Continuous Professional Development (CPD). This means their path to promotion and career progression as Civil Servants (ASN) is fully guaranteed by the state.
Conclusion
The issuance of Director-General of GTK Regulation M.699 of 2024 proves that the state is truly committed to improving the governance of inclusive education in Indonesia. By establishing DSUs as their home, providing standardized qualification flexibility, and guaranteeing the right to 24-hour teaching equivalency, these unsung heroes of inclusion no longer need to worry about their career certainty and certification. Their focus is now solely on one thing: ensuring that children with disabilities receive appropriate accommodations and quality education, leaving no one behind. (DPM)
References:
- Ministry of Education, Culture, Research, and Technology (2024). Regulation of the Director-General of Teachers and Education Personnel Number M.699/B.B1/GT.01.02/2024 concerning Technical Guidelines for the Provision and Assignment of Special Education Teachers in Disability Services Units.
- Indonesian Blind Union YouTube Channel. The Fate of Inclusive Education & Special Schools in Indonesia, (With the Director of PKPLK) Pertuni Media.