Index For Inclusion by Policy Perspective in Inclusive Education for Preschool in East Java, Indonesia

Inclusive education is regarded as essential for preschool-age children with hearing impairments. Inclusive education is forecasted to provide equal opportunities for preschool to have regular interaction and communication with their peers. Using the policy viewpoint, this study aims to identify the influencing factors for the realization of inclusive education for children with hearing issues at the preschool level in East Java, Indonesia. This study used a mixed-method sequential explanatory design. Our informant consisted of 24 school principals (from the 24 population), 180 regular teachers (from the 305 population), 26 counseling teachers (from the 26 population), and 47 school administrators (from the 47 population). The quantitative data were analyzed using Statistical Program for Social Science (SPSS). Policy factors certainly influence inclusive education practices for preschool. The influencing factors consisted of two constructs, namely developing a school for all and manage support for diversity. The most significant predictor for inclusive education at the preschool level for students is developing a school for all (ß=0.224, t=2.578, and p=0.000), contributing by 7.84%. The second predictor is manage support for diversity (ß=0.164, t=1.882 and p=0.000), which present a 5.49% contribution. The analysis results suggested two policy factors affecting the realization of inclusive education for preschool, namely developing a school for all and manage support for diversity. These two factors present correlation, influence, and contribution toward the enforcement of index for inclusion in inclusive education for preschool.