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Najwa Said, Monash University, AustraliaAbstract
This paper explores the challenges faced by Indonesian schools in supporting students with Autism Spectrum Disorder (ASD) through a narrative literature review framed by the Social Model of Disability. Despite national efforts to promote inclusive education, significant barriers remain: (1) insufficient support for educators, (2) inadequate government funding and operational guidance, and (3) widespread societal stigma. Teachers often lack the necessary training and resources to manage the diverse learning styles and behaviours of students with ASD, leading to increased stress and diminished outcomes for both educators and learners. Limited financial support further restricts the development of inclusive facilities, assistive technologies, and specialised programs aligned with inclusive curricula. Compounding these challenges is a lack of community awareness, resulting in misconceptions and harmful stereotypes of students with ASD in mainstream education. Synthesising current literature, this review highlights the need for targeted teacher training, greater government commitment to inclusive curriculum development, and broader community engagement. Addressing these systemic barriers is essential to creating equitable educational opportunities for students with ASD in Indonesia and advancing a more inclusive and socially responsive school system.
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Conference: PCE2025Stream: Education & Difference: Gifted Education
This paper is part of the PCE2025 Conference Proceedings (View)
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To cite this article:
Said N. (2025) The Challenges in Catering the Needs of Students With Autism Spectrum Disorder in Indonesian Schools ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 149-161) https://doi.org/10.22492/issn.2758-0962.2025.12
To link to this article: https://doi.org/10.22492/issn.2758-0962.2025.12
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