The Right to Education for Marginalized Groups in Indonesia: A Focus on Children with Disabilities and Ethnic Minorities

Abstract

This paper investigates the state of education rights for marginalized groups in Indonesia, focusing on children with disabilities and ethnic minorities. Despite legal frameworks that guarantee the right to education for all, significant barriers persist in ensuring equal access to quality education for these groups. The paper examines how socio-economic, cultural, and institutional factors contribute to the marginalization of children with disabilities and ethnic minorities in the education system. Through an analysis of policies, educational infrastructure, and regional disparities, the research highlights the challenges faced by these groups in accessing inclusive and equitable education. The study further critiques the implementation of Indonesia’s education laws, such as the 2003 National Education System Law and the 2016 Law on Persons with Disabilities, pointing to gaps in resources, teacher training, and accessibility. The research incorporates case studies from remote regions and urban centers, emphasizing the role of public opinion and local practices in shaping educational outcomes. The paper concludes with recommendations for strengthening inclusive education policies, improving accessibility, and fostering social awareness to better integrate marginalized children into the national education system.