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| Format: | Recurso digital |
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| Publicat: |
Zenodo
2026
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| Accés en línia: | https://doi.org/10.5281/zenodo.20118502 |
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- <p><em>Education is a constitutional right for all citizens as stipulated in the 1945 Constitution, Law Number 20 of 2003, and Law Number 8 of 2016, yet gaps in access remain a significant challenge. This study aims to analyze the root causes of low access to proper education for persons with disabilities and formulate appropriate policy recommendations in Ogan Ilir Regency. According to BPS data (2024), approximately 17.85% of persons with disabilities have never received formal education, and only 4.56% of educational institutions in Indonesia provide inclusive education. The situation in Ogan Ilir Regency presents an even more concerning picture; out of 419 existing educational units, only one school is equipped with a ramp, while other supporting facilities such as guiding paths, accessible restrooms, and information in Braille format are entirely unavailable. Using a qualitative method with a policy analysis approach and Focus Group Discussions (FGD), it was found that the root cause of the problem lies not in individual limitations, but in development policies and planning systems that have not yet adopted inclusive principles. This aligns with the Social Model of Disability Theory, Universal Design Theory, and the Concept of Accessibility, which assert that access barriers are created by unaccommodating environments. The analysis formulates three policy alternatives: (1) Strengthening Regulations and Infrastructure Planning, (2) Improving Facilities and Infrastructure, and (3) Strengthening Institutional Capacity and Human Resources. The assessment of these alternatives was carried out using Dunn’s six criteria (effectiveness, efficiency, adequacy, equity, responsiveness, and appropriateness) through weighted scoring by key stakeholders. The results show that the first alternative obtained the highest score (51), followed by the second alternative (46), and the third alternative (41). The recommended priority policy is the issuance of a Regent Regulation that mandates accessibility standards as an absolute requirement for the approval of planning documents and the disbursement of education development budgets. This policy is deemed the most strategic as it is capable of addressing the root causes of the problem from the planning stage, thereby ensuring the development of fair and equitable educational facilities that can be enjoyed by all citizens without exception.</em></p>