MENJEMBATANI KESENJANGAN HAK PENDIDIKAN INKLUSIF BAGI PENYANDANG DISABILITAS: PERSPEKTIF PENDIDIKAN DASAR DARI DESA KOTA MEUREUDU

Abstract

The fulfillment of inclusive education rights for persons with disabilities is a constitutional mandate that continues to face implementation gaps at the grassroots level, including in the provision of primary education in rural areas. This study describes the condition of inclusive education rights fulfillment for persons with disabilities in Kota Meureudu Village, Meureudu Subdistrict, Pidie Jaya Regency, and analyzes its root causes through a Human Rights-Based Approach, with emphasis on its implications for primary education. This study employed a qualitative descriptive method with a case study design, using interviews with SLB Negeri Pidie Jaya, the village government, and principals and teachers at thirteen public primary schools in Meureudu Subdistrict. The findings show that of the twenty-four registered children with special needs in the subdistrict, none originated from Kota Meureudu Village, while the village government recorded only two adult persons with disabilities without any empowerment program or official data collection. Mapping across the primary schools shows that only two schools had students with special needs, with the main constraints being limited facilities, teacher readiness, and social stigma within families. This condition reflects weaknesses in four principles of the rights-based approach — non-discrimination, participation, accountability, and legality — further exacerbated by the late-2025 flood disaster. This study recommends strengthening collaborative data collection, integrating a disability perspective into village development planning, and preparing primary schools to provide reasonable accommodation.