POWER RELATIONS IN INCLUSIVE EDUCATION: A REVIEW OF THE SOCIOLOGICAL LITERATURE ON DISCRIMINATORY PRACTICES AGAINST CHILDREN WITH SPECIAL NEEDS

RELASI KUASA DALAM PENDIDIKAN INKLUSIF: KAJIAN LITERATUR SOSIOLOGIS TERHADAP PRAKTIK DISKRIMINATIF TERHADAP ANAK BERKEBUTUHAN KHUSUS

Authors

  • Gembong Rudiansyah Sumedi Program Studi Doktor Sosiologi, Direktorat Program Pascasarjana, Universitas Muhammadiyah Malang, Malang, Indonesia
  • Masrur Program Studi Doktor Sosiologi, Direktorat Program Pascasarjana, Universitas Muhammadiyah Malang, Malang, Indonesia
  • Muchamad Arifin Program Studi Doktor Sosiologi, Direktorat Program Pascasarjana, Universitas Muhammadiyah Malang, Malang, Indonesia
  • Oman Sukmana Universitas Muhammadiyah Malang, Malang, Indonesia

DOI:

https://doi.org/10.36526/sosioedukasi.v14i1.5716

Keywords:

Inclusive education, Children with special needs, Power relations, Critical sociology, Structural discrimination

Abstract

Inclusive education is a global and national mandate that aims to provide equitable access to education for all children, including children with special needs (ABK). However, its implementation is still colored by veiled discriminatory practices. This study aims to examine how power relations in educational institutions shape the experience of ABK in schools, as well as analyze how educational structures can reproduce social injustice. This research uses a qualitative approach with a systematic literature review method based on a critical sociological perspective. The data source is in the form of secondary literature from journal articles, scientific books, research reports, and relevant policies in the period 2017–2025. Data was collected through systematic searches in various scientific databases and analyzed thematically and interpretively. The results of the study show that inclusive education is still fraught with unequal power relations through labeling, normalization, and institutional resistance to diversity. ABK is often marginalized because of non-inclusive normative standards. These findings affirm the importance of transforming the education system through a critical, reflective, and social justice-based approach. This research recommends curriculum reform, transformative teacher training, and structural support that ensures the full participation of children with disabilities in education.

References

Admalinda, A., Fitriani, W., & Khairat, A. (2023). Penyelenggaraan Pendidikan Inkluisif untuk Individu Berkebutuhan Khusus. Jurnal Pendidikan, 11(2), 291–299. https://doi.org/10.36232/PENDIDIKAN.V11I2.3536

Aminasya, N., & Suriani, A. (2025). Pengaruh Latar Belakang Keluarga Terhadap Pendidikan Siswa Di Sekolah Dasar. Journal Central Publisher, 2(5), 2048–2054. https://doi.org/10.60145/JCP.V2I5.444

Atmojo, S. E., Lukitoaji, B. D., & Noormiyanto, F. (2020). Pelatihan Penanganan Anak Berkebutuhan Khusus Bagi Guru Sekolah Dasar Rujukan Inklusi. Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat, 3(2), 244–252. https://doi.org/10.31294/JABDIMAS.V3I2.8139

Ayanoğlu, Ç., & Arastaman, G. (2023). Social Justice Leadership in Education: What Do School Principals Do for Social Justice? Participatory Educational Research, 10(6), 152–174. https://doi.org/10.17275/PER.23.94.10.6

Baharuddin, B., & Saidang, S. (2020). Implementasi Kebijakan Pendidikan Inklusif Di SDN No. 39 Cakke. Edumaspul: Jurnal Pendidikan, 4(2), 189–204. https://doi.org/10.33487/EDUMASPUL.V4I2.717

Boyadjieva, P., & Ilieva-Trichkova, P. (2017). Between Inclusion and Fairness. Adult Education Quarterly, 67(2), 97–117. https://doi.org/10.1177/0741713616685398

Darmanto, E. E. D., & Wati, L. T. (2024). Studi Kasus: Gambaran Resiliensi Pada Ibu Tunggal Dengan Anak Berkebutuhan Khusus. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 8(2), 230–238. https://doi.org/10.24912/JMISHUMSEN.V8I2.27290.2024

Dewantara, Y. J., & Kusumastuti, F. (2020). Evaluasi Kebijakan Program Pendidikan Inklusif Di SDN Betet 1 Kota Kediri. Jurnal Kebijakan Dan Pengembangan Pendidikan, 8(1). https://doi.org/10.22219/JKPP.V8I1.11725

Dewanti, P., Indriyani, I., & Vedamurthi, K. V. (2020). Pengenalan Aplikasi Pembelajaran Bahasa Isyarat i-Chat untuk Anak Berkebutuhan Khusus di Panti Asuhan Semara Putra Klungkung. WIDYABHAKTI Jurnal Ilmiah Populer, 2(3), 1–6. https://doi.org/10.30864/WIDYABHAKTI.V2I3.190

Fahrul, A., & Ahmad, M. R. S. (2023). Diskriminasi Pendidikan ( Studi Kasus Pada Anak Berkebutuhan Khusus di Kabupaten Kepulauan Selayar). Jurnal Sosialisasi: Jurnal Hasil Pemikiran, Penelitian Dan Pengembangan Keilmuan Sosiologi Pendidikan, 1(1), 121. https://doi.org/10.26858/SOSIALISASI.V1I1.44538

Fauzi, F. A. (2024). Konsep Implementasi Pendidikan Anak Berkebutuhan Khusus. https://doi.org/10.31234/OSF.IO/RNSHW

Ferizaldi, F., & Fazlina, F. (2020). Implementasi Program Pendidikan Inklusif di Kabupaten Bireuen. HUMANIS: Jurnal Ilmu Administrasi Negara, 6(2), 150–160. https://doi.org/10.52137/HUMANIS.V6I1.24

Gomez-Najarro, J., Pugach, M. C., & Blanton, L. P. (2023). Portraying Teacher Education for Inclusion: An Analysis of the Institutional Discourse of Dual Certification Programs. Educational Researcher, 52(6), 327–338. https://doi.org/10.3102/0013189X231156593

Hairit, A. (2024). Implementasi Manajemen Kurikulum Pendidikan Inklusif Di Ma Mambaul Ulum Bata-Bata Panaan Pamekasan: Tinjauan Praktis Dan Evaluatif. Journal Creativity, 2(1), 133–143. https://doi.org/10.62288/CREATIVITY.V2I1.15

Hakeu, F., Djahuno, R., & Zakarina, U. (2023). Transformasi Pembelajaran dalam Pengembangan Model Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus. Journal of Elementary Educational Research, 3(2), 81–92. https://doi.org/10.30984/JEER.V3I2.681

Ikhwanisifa, I., Marettih, A. K. E., Susanti, R., & Zahira, G. R. (2024). Peran Dukungan Keluarga Dan Kebersyukuran Terhadap Kualitas Hidup Keluarga Pada Orang Tua Dengan Anak Berkebutuhan Khusus. Generasi Emas, 7(1), 13–20. https://doi.org/10.25299/GE.2024.VOL7(1).12174

Irawati, I., & Winario, M. (2020). Urgensi Pendidikan Multikultural, Pendidikan Segregasi dan Pendidikan Inklusi di Indonesia. Instructional Development Journal, 3(3), 177. https://doi.org/10.24014/IDJ.V3I3.11776

Iskandar, S., Rosmana, P. S., Nabilah, K., Pebriyanti, P., Prayoga, R., & Faqih, A. (2024). Implementasi Kurikulum Merdeka Sebagai Upaya Meminimalisir Krisis Sistem Pendidikan Indonesia. Jurnal Sinektik, 6(2), 106–114. https://doi.org/10.33061/JS.V6I2.9148

Jamaluddin, J., Nur, M. J., Sudirman, P., Juliana, & Urva, M. (2022). Implementasi Pendidikan Inklusif Pada Mata Pelajaran Pendidikan Agama Islam. Jurnal Al-Qalam: Jurnal Kajian Islam &Amp; Pendidikan, 14(2), 1–12. https://doi.org/10.47435/AL-QALAM.V14I2.1207

Kartono, D. T., Demartoto, A., & Hakim, F. N. (2023). Krisis Keluarga dalam Perkembangan Otonomi Perempuan. Sosio Konsepsia, 12(3). https://doi.org/10.33007/SKA.V12I3.3349

Khan, I. K., Hashmi, S. H., & Khanum, N. (2017). Inclusive Education in Government Primary Schools: Teacher Perceptions. Journal of Education and Educational Development, 4(1), 32. https://doi.org/10.22555/JOEED.V4I1.1331

Leijen, Ä., Arcidiacono, F., & Baucal, A. (2021). The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All. Frontiers in Psychology, 12. https://doi.org/10.3389/FPSYG.2021.633066

Maa’ruf, A. C., Budiyanto, B., & Andajani, S. J. (2023). Implemestasi Manajemen Sekolah Penyelenggara Pendidikan Inklusif di Kota Bontang. GRAB KIDS: Journal of Special Education Need, 3(1), 53–58. https://doi.org/10.26740/GKJSEN.V3I1.21855

Maharani, O., Churrahman, T., & Nashrullah, M. (2024). The Urgency of Sociology of Education in Educational Institutions: Literature Review. European Journal of Learning on History and Social Sciences, 1(2). https://doi.org/10.61796/EJLHSS.V1I2.371

Maroto, M. L., & Pettinicchio, D. (2022). Relational Inequality and the Structures that Disadvantage. https://doi.org/10.31235/OSF.IO/NWZH6

Masithah, S. A., Nuraidah, N., Hasnawati, H., Nuranita, N., Lestari, D. A., Nursal, S., & Bastiana, B. (2023). Meningkatkan Pemahaman tentang Anak Berkebutuhan Khusus kepada Masyarakat melalui Sosialisasi dan Pelatihan Bahasa Isyarat agar Mewujudkan Pendidikan yang Inklusif. Jurnal Abdi Masyarakat Indonesia, 3(4), 1241–1250. https://doi.org/10.54082/JAMSI.820

Mauldin, L. (2021). Sociological Perspectives on Disability. The Oxford Handbook of the Sociology of Disability, 38–57. https://doi.org/10.1093/OXFORDHB/9780190093167.013.3

Maynard, B. R., Farina, A., Dell, N. A., & Kelly, M. S. (2019). Effects of trauma‐informed approaches in schools: A systematic review. Campbell Systematic Reviews, 15(1–2). https://doi.org/10.1002/CL2.1018

Muchtar, A. D. (2018). Implementasi Kurikulum Pai 2013 Pada Anak Berkebutuhan Khusus Di SMPLB Bhakti Kencana Yogyakarta. Edumaspul: Jurnal Pendidikan, 2(1), 70–78. https://doi.org/10.33487/EDUMASPUL.V2I1.16

Mularsih, H. (2019). Gambaran Pelaksanaan Pendidikan Inklusi Sekolah Dasar Negeri Di Jakarta Barat. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 3(1), 94–104. https://doi.org/10.24912/JMISHUMSEN.V3I1.3600

Nasbi, I. (2017). MANAJEMEN KURIKULUM: Sebuah Kajian Teoritis. Idaarah: Jurnal Manajemen Pendidikan, 1(2). https://doi.org/10.24252/IDAARAH.V1I2.4274

Osi, V., & Osi, P. (2022). Attitude of teachers towards inclusion of students with learning disabilities in the regular schools in Obio/Akpor local government area. International Journal of Multidisciplinary Research and Growth Evaluation, 66–73. https://doi.org/10.54660/ANFO.2021.3.1.7

Palacios, R., Larrazabal, S., & Monzalve, M. (2022). Evident demands and absent changes: special education teachers’ initial training in Chile. British Journal of Special Education, 49(4), 628–647. https://doi.org/10.1111/1467-8578.12423

Purba, R. (2020). Pengaruh Sosial Ekonomi Nelayan terhadap Minat Belajar Anak di Masyarakat Bandar Kalifah. Jesya (Jurnal Ekonomi &Amp; Ekonomi Syariah), 4(1), 44–53. https://doi.org/10.36778/JESYA.V4I1.238

Rahmayanti, F. D., Rahmania, F. A., Anisa, S. N., & Nashori, F. (2022). Dukungan Sosial dan Beban Pengasuhan pada Orang Tua Anak Berkebutuhan Khusus. INSAN Jurnal Psikologi Dan Kesehatan Mental, 7(2), 156–166. https://doi.org/10.20473/JPKM.V7I22022.156-166

Rahmi, A., & Muqowim, M. (2022). Penyelenggaraan Pendidikan Inklusif pada Madrasah di Sumatera Barat. Ranah Research : Journal of Multidisciplinary Research and Development, 4(2), 112–122. https://doi.org/10.38035/RRJ.V4I2.442

Rani, K. J., Rafikayati, A., & Jauhari, M. N. (2018). Keterlibatan Orangtua Dalam Penanganan Anak Berkebutuhan Khusus. Jurnal Abadimas Adi Buana, 2(1), 55–64. https://doi.org/10.36456/ABADIMAS.V2.I1.A1636

Rosyad, A. M., & Ma`arif, M. A. (2020). Paradigma Pendidikan Demokrasi Dan Pendidikan Islam Dalam Menghadapi Tantangan Globalisasi Di Indonesia. Nazhruna: Jurnal Pendidikan Islam, 3(1), 75–99. https://doi.org/10.31538/NZH.V3I1.491

Sania, S. (2019). Kebijakan Permendiknas Tentang Penyelenggaraan Pedidikan Inklusi. PRODU: Prokurasi Edukasi Jurnal Manajemen Pendidikan Islam, 1(1). https://doi.org/10.15548/P-PROKURASI.V1I1.3325

Setiawan, E., & Apsari, N. C. (2019). Pendidikan Inklusif: Upaya Mewujudkan Kesetaraan Dan Non Diskriminatif Di Bidang Pendidikan Bagi Anak Dengan Disabilitas (AdD). Sosio Informa, 5(3). https://doi.org/10.33007/INF.V5I3.1776

Shofa, M. F. (2018). Implementasi Manajemen Pendidikan Inklusi di PAUD Inklusi Saymara Kartasura. At-Tarbawi: Jurnal Kajian Kependidikan Islam, 3(2). https://doi.org/10.22515/ATTARBAWI.V3I2.1337

Sholeh, M. I. (2023). Strategi Efektif dalam Manajemen Pendidikan untuk Meningkatkan Kualitas Pembelajaran. Tarbawi Ngabar: Jurnal of Education, 4(2), 139–164. https://doi.org/10.55380/TARBAWI.V4I2.462

Shutaleva, A., Martyushev, N., Nikonova, Z., Savchenko, I., Kukartsev, V., Tynchenko, V., & Tynchenko, Y. (2023). Sustainability of Inclusive Education in Schools and Higher Education: Teachers and Students with Special Educational Needs. Sustainability, 15(4). https://doi.org/10.3390/SU15043011

Sumarni, M.Si, S. (2019). Pengelolaan Pendidikan Inklusif di Madrasah. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 17(2). https://doi.org/10.32729/EDUKASI.V17I2.631

Syuaib, M. M., & Mardia. (2023). Manajemen Konflik Di Lembaga Pendidikan Islam. Tadbiruna, 2(2), 108–120. https://doi.org/10.51192/TADBIRUNA.V2I2.500

Thaibah, H., Amka, H., Widodo, A. P. A., Rolanda, A. R., Nuzula, M. F., & Almua’Arif, N. S. (2021). Sosialisasi Tentang Manajemen Pendidikan Inklusif Di Sekolah Inklusi Daerah Banjarmasin [Socialization on Inclusive Education Management in Banjarmasin Regional Inclusion School]. Jurnal Sinergitas PKM &Amp; CSR, 5(3), 571. https://doi.org/10.19166/JSPC.V5I3.4761

Tracy-Bronson, C. P. (2024). Leaders’ Social and Disability Justice Drive to Cultivate Inclusive Schooling. Education Sciences, 14(4). https://doi.org/10.3390/EDUCSCI14040424

Utama, A. H. (2021). Model Desain Penyelenggaraan Pendidikan Inklusif. Edudikara: Jurnal Pendidikan Dan Pembelajaran, 6(3). https://doi.org/10.32585/EDUDIKARA.V6I3.244

Wardah, E. Y. (2019). Peranan Guru Pembimbing Khusus Lulusan Non-Pendidikan Luar Biasa (Plb) Terhadap Pelayanan Anak Berkebutuhan Khusus Di Sekolah Inklusi Kabupaten Lumajang. JPI (Jurnal Pendidikan Inklusi), 2(2), 93. https://doi.org/10.26740/INKLUSI.V2N2.P93-108

Wardani, E. H. L., & Rahayu, S. (2023). Gambaran Kekuatan Keluarga Muslim Yang Memiliki Anak Usia Dini Berkebutuhan Khusus Di LKP Pusppa Nadine Garut. Jurnal Pendidikan Islam Anak Usia Dini ( Anaking ), 2(2), 31–38. https://doi.org/10.37968/ANAKING.V2I2.571

Watulingas, K. H., & Cendana, W. (2020). Analisis Praktik Refleksi Guru Dalam Konteks Program Pendidikan Inklusif : Studi Kasus Empat Guru Kelas Inklusif Di Sekolah Dasar. Jurnal Basicedu, 4(4), 871–878. https://doi.org/10.31004/BASICEDU.V4I4.467

Wibowo, P. O., & Claretta, D. (2023). Representasi Relasi Kuasa dalam Kekerasan Seksual pada Film “Penyalin Cahaya”. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(10), 7609–7616. https://doi.org/10.54371/JIIP.V6I10.2988

Wuryandari, R. D. (2022). Perempuan Dan Penerapan Etika Feminis Dalam Tata Kelola Perlindungan Pekerja Migran Indonesia. Jurnal Ketenagakerjaan, 17(1). https://doi.org/10.47198/NAKER.V17I1.111

You, S., Kim, E. K., & Shin, K. (2019). Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea. Sustainability, 11(5), 1489. https://doi.org/10.3390/SU11051489

Yuliah, E. (2020). Implementasi Kebijakan Pendidikan. Jurnal At-Tadbir : Media Hukum Dan Pendidikan, 30(2), 129–153. https://doi.org/10.52030/ATTADBIR.V30I2.58

Downloads

Published

2025-08-03

How to Cite

Gembong Rudiansyah Sumedi, Masrur, Muchamad Arifin, & Oman Sukmana. (2025). POWER RELATIONS IN INCLUSIVE EDUCATION: A REVIEW OF THE SOCIOLOGICAL LITERATURE ON DISCRIMINATORY PRACTICES AGAINST CHILDREN WITH SPECIAL NEEDS: RELASI KUASA DALAM PENDIDIKAN INKLUSIF: KAJIAN LITERATUR SOSIOLOGIS TERHADAP PRAKTIK DISKRIMINATIF TERHADAP ANAK BERKEBUTUHAN KHUSUS. SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL, 14(1), 985–994. https://doi.org/10.36526/sosioedukasi.v14i1.5716

Most read articles by the same author(s)