THE EFFECT OF SIGNIFICATION, RESOURCE DOMINATION, AND LEGITIMACY AND INCLUSIVE EDUCATION LEGITIMACY ON INCLUSIVITY OF ELEMENTARY SCHOOL IN SURAKARTA CITY

Abstract

Abstract
Inclusive education is still new and faces many problems in education service in Indonesia. This research aimed to find out the effect of signification, resource domination, and legitimacy on inclusivity of education and to find out the forms of signification, resourcedomination, and legitimacy in inclusive education in fiteen Elementary Schools organizing inclusive education in Surakarta This research employed a combined quantitative and qualitative method with embedded concurrent strategy. Data collection was carried out using questionnaire, interview, and observation. The subject of research was teacher with confidence level of 95%, and quantitative sample consisted of 246 respondents. The informant for qualitative data consisted of 17 persons taken purposively, using maximum variation sampling technique. The analysis of data was conducted using simple and multiple linear regressions equipped with description of qualitative data using Anthony Giddens’ structuring theory.The result of research show that education inclusivity belonged to low category. The result of linear regression calculation showed that the relationship between signification and education inclusiveness was fairly strong and positive (59.2%). The relationship between resource domination and education inclusiveness was fairly strong and positive (77.3%). The relationship between legitimacy and education inclusiveness was fairly strong and positive (66.6%). The result of multiple regression showed that the relationship between signification, resource domination and legitimacy was simultaneously strong and positive (81%). The forms of signification, domination and legitimacy of incusive education were includeimmaterials, such as work culture and religious belief values affecting the diversity of education inclusivity.Considering the analysis conducted show that the implementation of inclusive education is still far from its ideal indicators. Many requirements should be met to organize the inclusive education to make this city fasible to be called inclusice city.