Education Equality for Students with Disabilities (Studi Komparasi Pendidikan Inklusif di Amerika Serikat dan Indonesia)

Abstract

This study aims to compare inclusive education policies in the United States and Indonesia regarding the realization of educational equity for students with disabilities, covering aspects such as legal protection, the fulfillment of the right to education, and the implementation of inclusive education within diverse societies. The study employs a library research method, utilizing the book *Multicultural Education: Issues and Perspectives* by James and Cherry A. McGee Banks as a primary source, while secondary sources include relevant scholarly articles, regulations, and supporting documents. Data were analyzed using content analysis and a comparative analysis of the inclusive education systems in both countries. The findings indicate that both nations guarantee the right to education for individuals with disabilities through existing regulations. However, the United States possesses a more comprehensive inclusive education system, characterized by the implementation of the Individuals with Disabilities Education Act (IDEA), early intervention services, individualized evaluations, and active parental involvement. In contrast, Indonesia continues to face challenges regarding accessibility, teacher competence, and the provision of educational services that are responsive to the needs of students with disabilities. The study concludes that strengthening regulations, enhancing human resource capacity, and fostering collaboration among schools, families, and the community are crucial factors in achieving educational equity for individuals with disabilities.