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Regulation Of The Minister Of The Ministry Of Women Empowerment And Child Protection Number 10 In 2011

Original Language Title: Peraturan Menteri Kementerian Pemberdayaan Perempuan dan Perlindungan Anak Nomor 10 Tahun 2011

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REPUBLIC OF INDONESIA STATE NEWS

No. 857, 2011 MINISTRY OF WOMEN ' S EMPOWERMENT AND CHILD PROTECTION. A Special Needs Child. Policy Of Handling.

THE REGULATION OF WOMEN ' S EMPOWERMENT STATE MINISTERS AND

PROTECTION OF THE REPUBLIC OF INDONESIA

NUMBER 10 YEAR 2011

ABOUT

CHILD HANDLING POLICY SPECIAL NEEDS

WITH GRACE GOD ALMIGHTY

MINISTER OF STATE FOR FEMALE EMPOWERMENT AND PROTECTION

ANAK REPUBLIC OF INDONESIA,

Draws: a. that every child including a special needs child is entitled to survival, grows and develops as well as entitled to the protection of violence and discrimination guaranteed by the Basic Invite of 1945;

b. that Law Number 23 Year 2003 on Child Protection requires State and Government to respect and guarantee the human rights of every child without distingueking the physical and mental condition of the child;

c. that a special needs child is not yet able to Fulfill its rights in the family, school, and community environment due to the influence of social conditions and the limitations of family ability;

d. that in an effort to improve the role of Government and society in the fulfillment of child rights special needs of the Child Handling Policy Special Needs;

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2011, No. 857 2

d. that based on the consideration of the letter a, the letter b, the letter c, and the letter d need to specify the Ordinance of the Minister of State for Women's Empowerment and Child Protection about the Special Needs Child Handling Policy;

Given: 1. Law No. 4 Year 1979 on Child Welfare (State Sheet Indonesia Year 1979 Number 32, Additional Gazette of the Republic of Indonesia Number 3143);

2. Law No. 4 Year 1997 on Persons With Disabilities (sheet Of State Of The Republic Of Indonesia In 1997 Number 9, Additional Gazette Of The Republic Of Indonesia Number 3670);

3. Law Number 39 of 1999 on Human Rights (Sheet State Republic Of Indonesia In 1999 Number 165; Additional Sheet Republic Of Indonesia Number 3886);

4. Law No. 23 Year 2002 on Child Protection (State Sheet of the Republic of Indonesia 2002 Number 109, Additional Gazette of the Republic of Indonesia Number 4235);

5. Law No. 19 of 2011 on Unrest Convention on the Rights of Persons with Disabilities (Convention On Rights Of Persons With Disabilities ) (sheet Of State Of The Republic Of Indonesia In 2011 Number 107, Additional Sheet Of State Republic of Indonesia No. 5251);

6. Government Ordinance Number 43 Of 1998 On The Attempt To Improve The Social Welfare Of The Disabled (sheet Of State Of The Republic Of Indonesia In 1998 Number 70, Additional Sheet Of The Republic Of Indonesia Indonesia Number 3754);

7. Presidential Decree No. 5 of 2010 on the National Long-term Development Plan 2010-2014;

8. The Presidential Decree No. 36 of 1990 on the Concern of Convention on the Rights of the Child (Convention on the Rights of the Child);

9. Presidential Decree No. 84 /P of the Year 2009 on the Establishment and Appointing of the Minister of State of the Cabinet of the Cabinet of Indonesia United II;

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2011, No. 8573

DECIDED:

SET: THE RULES OF THE MINISTER OF STATE OF WOMEN ' S EMPOWERMENT AND CHILD PROTECTION ON SPECIAL NEEDS CHILD HANDLING POLICIES.

BAB I

provisions of UMUM

Article 1

In Regulation of this Minister referred to:

1. The child is someone who has not been 18 (eighteen) years old, including the one who is still in the womb.

2. A Special Needs Child is a child that undergoes physical, mental-intellectual, social, and emotional health that is significantly influential in the process of growth and development as compared to other children. her age.

3. Special needs of children are all activities to ensure and protect children and the rights of special needs children in order to live, grow, develop and participate optimally in accordance with the harkat and the dignity of humanity.

Article 2

Special Childcare Policy may be a reference to ministries/agencies, provincial and county governments/cities as well as communities in carrying out programs and activities related to child care handling special.

BAB II

EXECUTION

Article 3

(1) Policy Special Childcare Handling includes programs in the general field, education, work skills training, health, protection and special needs child participation.

(2) Programs and activities as referred to in paragraph (1) Formulated in accordance with the problems and necessary needs for a special needs child.

Article 4

Regarding the Special Needs Child Handling Policy program and related ministries/agencies, provincial Government And the city, and of the people, as set forth. in this Minister ' s Regulation Attachment.

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Article 5

In implementing the Special Needs Child Handling Policy, Deputy Child Protection Fields:

a. forming a special needs child handling work group;

b. exercise socialization and advocacy to the Local Government and the public about the Special Needs Child Handling Policy;

c. compiling a special needs childcare model for parents, family, and society; and

d. facilitate the execution of special needs child handling activities.

Section 6

(1) The Working Group as referred to in Article 5 of the letter a aim to monitor, discuss issues and obstacles and exalt execution the steps of the special needs program and child handling activities.

(2) The Special Needs Child Handling Working Group as referred to in paragraph (1) perform the meeting periodically at least 2 (two) times in 1 (one) year which is followed by the entire ministry/related agencies, the public institutions involved in the conduct of special needs programs and activities.

Article 7

Implementation of the Program and Special Needs Child Handling Policy in the area are carried out by the area of the area device that organizes the affairs of the children involving the service of related agencies and community institutions in areas tailored to their principal tasks and functions.

BAB III

provisions CLOSING

Article 8

The rules of the Minister are beginning to take effect on the date of the undrased.

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2011, No. 8575

For everyone to know it, ordering the Minister of the Ordinance by its placement in the News of the Republic of Indonesia.

Specified in Jakarta

On December 20, 2011

MINISTER OF EMPOWERMENT

WOMEN AND CHILD PROTECTION

REPUBLIC OF INDONESIA,

LINDA AMALIA SARI

UNDRASED in Jakarta On 20 December 2011

MINISTER OF LAW AND HUMAN RIGHTS

REPUBLIC INDONESIA,

AMIR SYAMSUDIN

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APPENDIX OF THE MINISTER OF STATE FOR WOMEN EMPOWERMENT AND PROTECTION OF THE REPUBLIC OF INDONESIA NUMBER 10 OF 2011 ON SPECIAL NEEDS CHILD HANDLING POLICIES

CHAPTER I PRELIMINARY

A. THE BACKGROUND OF Every child includes a special needs child entitled to survival, grows, and develops as well as entitled to the protection of violence and discrimination. The guarantee of the rights granted to this particular child needs is listed in Article 28B of the paragraph (2) of the Basic Law of 1945. In Article 28H the Basic Law of 1945 provides a guarantee against each person to be entitled to the ease and special treatment to obtain equal opportunity and benefit in order to achieve equality and justice. This special treatment can also be given to a special needs child. In addition to Article 7 of the Law No. 4 of 1979 on

Child Welfare states that disabled children are entitled to receive

special services to achieve the growth and development level

to the extent of the capability and the The child's interference is concerned.

Next in the Act No. 4 of 1997 on

The Persons with Disabilities stated that each disabled person was entitled to:

a. education on all units, paths, types, and educational types;

b. work and livelihood that are fit to fit the type and degree

disability, education, and ability;

c. The same treatment to play a role in development and enjoy

result results;

d. Accessibility in order of self-sufficiency;

e. rehabilitation, social assistance, and maintenance of welfare taraf

social; and

f. The same rights to foster the talent, ability, and

social life, especially for the disabled in

the family and community environment.

In order to fulfill the rights of the disabled in particular, child,

The Disabilities Act also mandates the Government to

conduct coaching on the efforts of improving social welfare

the disabled through the designation of policy, co-ordination, counseling,

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guidance, assistance, perijinan, and supervision.

Act No. 23 of 2002 on Child Protection as well

requires the government to meet the specific needs of children

as it is fit in Article 21 that reads the country and

the government is obliged and responsible for respect and

guarantees every child ' s rights without distingueking the tribe, religion, race,

group, gender, ethnicity, culture and language, child law status,

order of child birth, and physical and/or child mental condition.

In addition to the 1990 Presidential Decree Number 36 of 1990 on Unrest

Convention on the Rights of the Child (Convention on the Rights of the Child)

as contained in Article 23 of the Convention which

mandates the need for a child who suffers from mental and physical disabilities

enjoys a decent life, improves confidence and

streamers the role as well as the active child in society. Countries in particular

governments guarantee that disabled children can obtain

education, training, health care, rehabilitation services,

preparation for work and opportunities for recreation.

Fulfillment of rights Disability/disability is contained as well in Article

41 paragraph (2) Law No. 39 of 1999 on Human Rights

The human being mentioned that " Every disabled, person who

is aged, pregnant woman and child. entitled to an ease and

special treatment ".

In 2011, Indonesia has passed the Convention on the Rights of

Persons with Disabilities (Convention on the Rights of Persons

Disabilities) with the Act No. 19 of 2011 oblivion

State to meet the rights of the disabled, encompassing rights

to be free of torture or cruel, inhumane,

degrading human dignity, free of exploitation, violence and

temporary treatment of as well as having the right to earn respect

over mental integrity and The physical equation is based on the other

. Included in it the right of obtaining protection and service

social in order of independence, as well as in emergencies.

While there is already a guarantee of the Basic Law of 1945, Invite-

Invite the Child Protection, Child Welfare Act, Inviting-

Inviting the disabled, and the Convention on the Rights of the Child for the child

special needs are apparently special needs child rights yet

fully met well in the family environment, in school, and

society. This is due to the influence of social conditions and

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2011, No. 857 8

limitations of family ability.

In the family environment the child needs special needs to play,

getting an education, accessibility in order of her independence

most still ignored by family members, even still there

being hidden, as it is considered a disgrace to the family. Similarly

accessibility of children with special needs in the field

education, health, social and labor, hosting

for special needs are not yet optimal.

Based on the things the above then needs an increase in activities

whether the ministries/agencies, provincial governments and

districts/cities and the public and private ones give

the similarity of opportunity and deliver service required to

a child with special needs in all aspects life and

a livelihood.

For that in order to carry out Presidential Regulation No. 5 of the Year

2010 on the National Long-term Development Plan of the Year

2010-2014 required special needs child handling policy

coordinate the ministries/agencies, provincial governments

and districts/cities in order to carry out programs and activities

for protection and fulfillment of special needs child rights.

B. BASIC LAW

1. Act No. 4 of the Year 1979 on Child Welfare. 2. Law Number 4 of 1997 on Persons with Disabilities. 3. Law No. 39 of 1999 on Human Rights. 4. Act No. 23 of the Year 2002 on Child Protection. 5. Law No. 28 of 2002 on Building Building. 6. Law No. 20 of 2003 on the Education System

National. 7. Law No. 23 of 2004 on the Elimination

Violence In Household. 8. Law Number 32 of the Year 2004 on Local Government

as amended several times, last with the 2009 Invite-Invite Number 18 of the Year of the Law No. 32 of the Year of the Local Government.

9. Law No. 3 of 2005 on the National Sportsman System.

10. Bill Number 23 of 2007 on Railways. 11. Act No. 23 of 2008 on Shipping. 12. Act No. 1 of 2009 on Flight.

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13. Law Number 11 of 2009 on Social Welfare. 14. Law No. 22 of 2009 on Traffic and

Transport Road. 15. Law Number 25 of the Year 2009 on Public Service. 16. Law Number 36 Year 2009 on Health. 17. Law No. 19 of 2011 on Unrest Convention

on the Rights of Persons with Disabilities (Convention on the Rights of Persons with Disabilities).

18. Government Regulation No. 2 of 1988 on Welfare Efforts for Children Who Have Problems.

19. Government Regulation Number 43 Of 1998 On The Efforts Of Increased Social Welfare For The Disabled

20. Government Regulation No. 38 of 2007 on the Division of Government Affairs between the Government, Provincial Government, and the District/City Local Government.

21. Government Regulation No. 55 of 2007 on Religious Education

and Religious. 22. Presidential Decree Number 36 of 1990 on Unrest

Convention on the Rights of the Child (Convention on the Rights of the Child). 23. Instructions For President Number 3 Of The Year 2010 on Development Which

Justice 24. Regulation of Public Works Minister Number 30 /PRT/M 2006

about the Facility Technical Guidelines and Accessibility on Building Up and Environment.

25. National Education Minister's Law Number 34 of 2006 on Coaching Achievement of the Educated Participant with the Potential of Artificial Intelligence and/or Special Talent.

26. The 2009 National Education Minister's Law Number 70 of 2009 on Inconclusive Education for Concubines Participant and Having a Special Intelligence and/or Special Talent.

C. UNDERSTANDING

1. The child is someone who has not been 18 (eighteen) years old, including the one who is still in the womb.

2. A Special Needs Child is a child that undergoes physical, mental-intellectual, social, and emotional health that is significantly influential in the process of growth and development as compared to other children. her age.

3. Disabled children are children who have physical, mental, intellectual or sensory limitations in a long period of time that are in interaction with the environment and their society's attitudes can meet obstacles that make it difficult for them to do so. participating full and effective based on equal rights.

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2011, No. 857 10

4. Son of the Blind, is a child who is experiencing a vision of a vision of a vision of a vision or a partial blindness.

5. The deaf child, is a partial or partial hearing impaired child and usually has a hindration in language and speaks.

6. The Tunagrahita child, is a child who has significant intelligence to be below the average child his age and is accompanied by an incompetence in the behavioral adaptations that appear in the development period.

7. Son of Tunadaksa, is a child who generally has the physically incompetence of the body to exercise a body function as in normal circumstances.

8. The Tunalaras child, is a child who has a problem of obstacles in controlling both emotions and social control as well as deviating.

9. Children with Attention Deficit Disorder (GPPH) or Attention Deficit and Hyperactivity Disorder (ADHD), a child who suffers from developmental and neurological disorders characterized by a set of disorders. Self-control, the problem of range of attainment, hyperactivity and impulsivity that causes difficulty behaving, thinking and controlling emotion.

10. Children with Autism Spectrum Disorders or Autism Spectrum Disorders (ASD), are children who are impaired in three areas of varying degrees, the ability to communicate and social interaction as well as behavioral patterns. repetitive and stereotypical.

11. Your Tunaganda is a child who has two or more interruption and is required for assistance, a special education service and a special learning tool.

12. Slow Learner (slow learner), is a child who has a little intellectual potential below average but does not include mental disorders. They take a long and over time to be able to complete academic and non-academic tasks.

13. A child with special learning difficulties (specific learning disabilities), is a child who experiences obstacles to one or more basic psychological processes, an inability to hear, to think, speak, read, write, spell, spell, read, read, read, read, read, read, read, read, And count.

14. Child with communication disorder, is a child who experiences hambtans in effective verbal communication, such as late speech, language use of language, peculaness in articulation, strange use of language, stuttering, intonation/sound quality, the use of the wrong word, bad self expression, and a thorough speech disorder.

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15. A child with potential intelligence and/or special talent, is a child who has a high degree of intelligence (gifted) or they excel in special (talented) fields such as art, sport, and leadership.

16. Inclusive education is a regular education tailored to the needs of educated participants who have abnormalities and/or have potential intelligence and special talent in regular schools in a systemic one-unit.

17. Inclusive schools are regular schools that coordinate and integrate regular students and disabled students in the same program.

18. Acceleration is an accelerated (acceleration) process of learning performed by an educated participant who has a superior ability (superior) in order to achieve the national curriculum target by maintaining the education quality so that achieving optimal results.

19. A guidance teacher is a teacher who is assigned to help a special needs child in an inclusive school.

20. A special needs child-friendly facility is a facility that supports the accessibility of special needs child.

21. Community-sourced rehabilitation services are social rehabilitation that is held in families of social or social tuna that aims to change behavior and raise public awareness to play an active role in the community. optimal in the social welfare effort for social tuna by using a resource and a potential society with coordination and or cooperation between private/community participation and or government.

22. Protection is all activities to ensure and protect children, including special needs, to be able to live, grow, to progress and participate optimally in accordance with the harkat and humanitarian dignity

23. Special Services are a variety of efforts implemented to restore and develop a special needs child to obtain guidance, fulfillment of underlying needs, skills, education, assistance/facilities and coaching. so that they can grow and grow with a reasonable both spiritually, physical and social.

24. A child forum is an organization whose members are children who are organized into child organizations, fencing, or groups of children's activities and such as based on their development of talent, interest, ability and use of free time.

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CHAPTER II ANALYSIS OF THE SITUATION

The child needs special needs for the nature of human beings to be satisfied, valued, protected, and placed in high esteem and dignity, as a creation. Almighty God. The fulfillment of rights includes coaching and development, not only for children in general, but also for special needs children.

A special needs child included in the children of disability is the child who experienced the The limitations/families of both physical, intellectual, social and emotional mental health require special services of parents, family, society, and government, so that the children may have the opportunity to develop in accordance with physical, mental and physical. potential.

The number of special needs children in Indonesia from year to year tends to show improvements, but the existing data has not been detected accurately. The results of the survey conducted by the Department of Social Information and Information Center in 2007, the disabled population of about 3.11% of the total population of Indonesia.

Special needs require special treatment. Because child care is not only physical/physical and psychological condition only, it is necessary to understand their potential to be developed as optimal as possible. This includes the selection of educational forms, public life rights, and the handling of daily life, so that it can be a citizen capable of living independently, responsible as well as participating in the development.

Special childcare handling needs to be carried out early in the morning, even since it is still in the womb. In addition to covering civil rights and freedoms, family environmental rights and alternative parenting, education rights, basic health and welfare rights, special needs children must also obtain special protective rights including health, therapy and rehabilitation, education and training, legal protection, as well as the development of life skills (life skills) for self-life.

Various laws and policies have been compiled, but the truth is not yet. All children with special needs are entitled to their rights, this is shown. with the following facts as follows:

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The Birth certificate

Based on Susenas from the Central Board of Statistics (BPS) data from the age of 0-18 years of age 79,729,824, it is recorded that a toddler's age has a deed of birth. New births are about 55%, whereas for the overall age of the child, the birth certificate of a new child has reached 35%, including in it a special needs child.

The Education

Based on the data of the Ministry of Foreign Education Extraordinary the Ministry of National Education (March 2010), the number of special needs children in Indonesia as much as 324,000 people. Of these, 75,000 children were enrolled in school, while the remainder were unfulfilled.

Related to the handling of special needs children, the Ministry of National Education has established the Ordinance of the Minister of Education. National Number 70 of 2009 on Exclusive Education for students who have abnormalities and has potential intelligence and/or special talent by holding inclusive schools. However, inclusive schools are still constraint to be constraint at least regular schools that host the program and the limited companion teacher to special needs students who can teach inclusive schools.

To Intelligent children/talented children, who are about 2.2 percent of the school age, only about 0.43 percent of which are educated in acceleration classes. Around 1 million intelligent/talented children who are potential to support the advancement of science and technology, art, culture and other fields have not received an education that is their right.

The education issue for the child Special needs need to be taken seriously by the government and the public in order to fulfill the rights of the disabled in the field of education as contained in Article 5 of the Law No. 20 of 2003 on the National Education System, which reads verse (1) " Each citizen has the same right to acquire quality education "; verse (2) reads" Citizens who have physical, emotional, mental, intellectual, and/or social abnormalities entitled to a special education "; verse (4)" Citizen who has the potential of intelligence and special talent. entitled to obtain a special education ".

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WORKFORCE SKILLS TRAINING

A child is entitled to an education and skills training according to the abilities as well as the talent it has. This is the case for a special needs child. However, in reality, a few specialized training courses were established for special needs. Training for a special needs child needs to be designed according to the needs and level of each type of individual or child's ability. It is necessary for a power that understands and is capable of organizing training for the child, such as a team of doctors as well as medical personnel, psychologists, and special children's chaperones.

s-Participation Participation

The child needs special care. In the family and in the process of learning has not yet obtained the opportunity to convey his opinion concerning the child's own needs, often the need to be fulfilled without giving a child a special need for a special purpose. Tell him what In addition to the special needs that have worked well in the field of education, sport and arts have not been awarded proper awards when they have been expecting the name of both nation and country in the fields of education, sports, and arts.

In this community of charcoal has been set up for a child forum where in the forum a child can convey his opinion, but the child forums have not been the maximum involving a special needs child.

Health Health

Conditions The health care of a special needs child in Indonesia is currently not optimal. The unpreparedness of parents receiving and nurtured a special child, has not yet optimized the pre-marital health counselling service, limited information about the cause of disability in a special needs child, not all services facilities Child-friendly health, special needs, not yet. The child needs a special need for health care, less availability. special.

In addition to that in school, a special needs child has been obtaining health services through the School Health Effort (UKS) program at the Extraordinary School (SLB), but the program has not been able to run optimally, so that special needs are not getting adequate health services.

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Still limited to early detection and early intervention in child-specific needs by health care, parents, family and society, resulting in many parents who do not know their child. It turns out that including a special needs child, for instance to know that a child with a visual impairment and hearing turns out to be known since the child was three months old by asking the baby to speak or exhibit an object. If the baby does not respond, it is likely that the child is in question. Therefore, knowledge of early detection and intervention is indispenable to know whether or not the child is experiencing impaired vision, hearing or other disorders.

The and the infrastructure

The country is obligated. provide protection and welfare to its people, including those of the disabled as set forth in the 1945 Constitution. However, the current commitment and norms of the Constitution of 1945 have not been fully realized. In light of this time, the availability of the means and infrastructure for special needs is still very limited. Special seating for special needs is not yet evenly available on any public circulation, as well as special road facilities for special people/children in public places such as shopping malls, banks, and places. Other common public has not been available.

.

Educational information access

The limited number of Extraordinary Schools (SLB), resulting in many children with special needs untouched by education. The existence of the new average SLB exists and reaches the county level only. While for sub-district and village level, even if the SLB was established by private parties, it would be for a special need for a child who wanted to go to school, which would require less. These limitations result in many special needs children who live in sub-districts unable to access education according to their needs.

.

. Special needs of children carried out in 4 (four) provinces (West Kalimantan, East Java, South Sumatra, and Jakarta) in 2010, a child with special needs in the family's current environment, its existence is still a burden. Their presence is often regarded as a disgrace, curse, sin and karma, resulting in the child

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hidden. Such conditions prove that there is still a treatment of discrimination committed by both families and people of special needs. A low parental understanding of the obligation gives a chance and fulfils the same rights as one factor in which a special needs child is undetecable to its existence.

The outburst of the child needs special needs. It is a burden, a disgrace, a disaster and a curse, resulting in a lot of parents, families and communities hiding it, so that special needs are discriminated against and not satisfied with the right to obtain an education and a certain degree of reason. health as well as any other child, including the right to acquire Birth certificate. This presumption also resulted in a particular child's need for violence including neglect and marketing because the child was often rioking and could not be set up and

unsettling the surrounding environment.

The issue is above, influenced by a variety of factors, among others; 1. Socialization of child-related laws

special needs are not yet intensive and continuous, so that the commitment is low;

2. Cross-sector coordination and related agencies are not yet optimal; 3. The quantity and quality of health care power, teachers and

chaperones still need to be improved; 4. Parents, family and society are not all responsive to rights

child Special needs; 5. Participates of special needs in decision making

related to her is still low; 6. No child-specific child prevalence data; 7. Sarana and public service infrastructure (institution education,

health services, transport, playgrounds, art activities culture, leisure places, entertainment and sports, as well as other public facilities) are not all friendly and easily accessible to special needs children;

8. Lack of socialization about child rights special needs; 9. The parental unpreparedness accepts and nurtured a child with need

special; 10. Limited rehabilitation services for community resources for

special needs child; 11. The limited access information about child education programs

special needs; 12. The limited work skills skills for the child need

special;

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13. Limited marketing results of child production special needs; 14. The limited knowledge and information about health

reproduction; 15. Less availability of specialist services for special needs children

in provinces and counties/kota; 16. There is still a number of rights violations against the needs of the child

special; 17. Lack of special childcare opportunities for achievement

and an award for special needs children; 18. Lack of special needs child in activities

child.

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CHAPTER III POLICY DIRECTION

This policy is outlined to the objectives, principles, strategies, target groups, and indicators as reference for the implementation of special needs child handling policies.

A. Objective

General Purpose:

The adhering of the child rights special needs to be able to live, grow and thrive, and participate reasonably both spiritually, physical, and socially in accordance with the harkat and dignity. humanity.

Special Purpose:

1. Enhance the role as well as the government, community area governments, families to meet the necessary needs for special needs children.

2. The child needs a special need for identity and birth certificates.

3. A special needs child gets the parenting of the family.

4. Children are required to provide education and health care.

5. The refuge of the child is a special need for acts of violence and discrimination.

6. The child needs a special need to participate.

B. PRINCIPLE

The Special Needs Child Handling Policy refers to the general principle contained within the Child Rights Convention (KHA), i.e.:

1. Nondiscriminative, i.e., the fulfilment of a special needs child is given to a special needs child entirely without distinction based on the background of religion, ethnicity, race, gender, and social status.

2. Best interests for the child, i.e. improving education services, health, work training, accessibility welfare, protection and participation is provided for the best interests for special needs children.

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2011, No. 85719

3. The child's right to life, survival, and growth of the child's special needs is made to ensure the right and survival as well as the growing of special needs children.

4. Respect for the child's view, which is in giving special care to a special needs child especially those that concern everything related to a special needs child is done by involving child-needs participation. special so that the special children can enjoy the results or benefit from the service.

5. Security and safety, the fulfillment of a special needs child is exercised with regard to safety and safety.

C. STRATEGY

The special needs childcare policy refers to a unified, thorough and continuous approach with the following strategies:

a. Advocacy of the ABK service organizers;

b. Facilitate the implementation of ABK protection to the Ministry/Institute, Pemda, and Community Instituations;

c. The socialization of ABK protection to the community;

d. Effective coordination with central and regional stakeholders.

e. Family empowerment and society-based fulfilment of special needs children ' s rights.

D. TARGET GROUP

The target group of special needs childcare policies is: a. Ministry/Weak; b. Local government; c. Society of people/NGO; d. Community Organization and PKK Steering Team; e. Parents/family; f. The world of the business; g. Profession of profession; h. Tutor; i. Educational, religious and customary institutions; j. Media mass; k. Child forums.

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E. INDICATOR

The indicator in the child ' s handling of special needs handling policy is:

a. There is an accurate special needs child data;

b. It is an educational service to a special needs child that includes access to information on special needs child education programs; the availability of special teachers/chaperones; and the increasing means of amenities that provide ease to the quality of education. a special needs child;

c. Improved understanding and skills of parents, families, and communities in the care of special needs children;

d. Improvement of job skills education and marketing of special needs child products;

e. The availability of pre-marital health consulting services and childcare is special needs;

f. The availability of a special needs child-friendly health care facility, specialist health care and health assurance is easily accessible through Jamkesmas;

g. It is the home of rehabilitation and rehabilitation services that are community-sourced;

h. The protection of the child is a special need for its fulfilment of its rights;

i. Increased opportunity and child award special needs for achievement;

j. Award-winning the achievements of children with special needs in education, sports, and arts;

k. A child needs special needs in a child forum.

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CHAPTER IV PROGRAM AND ACTIVITIES

A. Special needs child care program

The special needs child care program includes programs that are required according to the problems facing a special needs child. The program includes fields:

1. General a. The availability of accurate data and data-related discoverers of children

special needs. B. Increasing knowledge and skills of the families/families,

and the public in the handling of child-specific needs. C. Accessibility to children with special needs on the means and

public infrastructure: transportation, building/building facilities and tourism.

d. An increase in special needs children who have a birth certificate.

e. The presence of consulting services and parenting for a special needs child.

f. This is a community-sourced rehabilitation service.

2. Education a. Education is inclusive of inclusive education. B. The availability of the SLB with adequate means and infrastructure. C. The increased availability of a child's teacher/mentor needs a specific

quality. D. The availability of information access to child education programs

is specific.

3. Training of a job skills. The presence of skills training and work skills for the child

special needs according to interest, talent and abilities as well as the local conditions situation.

b. The week's marketing results are special needs for child production.

4. Health

a. Prenup of pre-marital health counseling.

b. The presence of a child-friendly health care facility is special needs.

c. There is an ease of access to health care for special needs through the provision of jamkesmas.

d. The availability of special health care for a special needs child.

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5. Protection

Adanya protection for a special needs child of a human rights violation.

6. Participation

a. Child-specific needs in child activities as well as concerns regarding the needs of special needs child

b. There is an opportunity for achievement and reward for a special needs child.

B. Implementation activities

Special needs handling efforts are outlined in the activities that are already established and implemented by related ministries/agencies, the Pemda and the public institutions/NGO the world of college enterprises based on the on the issue and needs of a special needs child.

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BAB V

RELATED PARTY ROLES IN HANDLING

SPECIAL NEEDS CHILD

In the implementation of the program and special child handling activities required the role of the person tua/family, community, mass media, organization of the profession, and the world of effort to realize the service and protection of a qualified special needs child. The role of the associated parties in the care of a special needs child is as follows:

1. The child/family of the child needs special needs

a. Fulfill the basic rights of special needs children in everyday life without discrimination.

b. Gives the child a special need to perform activities independently.

c. Supports the implementation of a learning program at the school.

d. It is active in the socialization of special needs children in various communities.

e. Inform the positive values of the child ' s ability special needs to the community.

f. It is active in providing ideas in improving the quality of learning.

g. Work closely with other parties in the procurement of learning sources.

h. Be willing and play a role in developing community sourced services.

i. Forming and developing a parent/family union cares a special needs child.

j. Able to get to know and channel the potential of special needs children in the field of sports, arts and education according to the potential it has.

k. Gives the child a special need to express his views especially with regard to his needs.

2. Child forums by involving a special needs child

a. Voicing the needs of the child needs special needs to policy takers.

b. Perform a group education of the same age.

c. Doing the blackouts build empathy and solidarity with your fellow children.

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3. Community Organization and PKK Steering Team

a. As a government partner in support of the lactating model of a special needs child.

b. Building a public awareness of the rights of special needs children.

c. Conducting social control of government policy on the handling of child-specific needs and its implementation.

d. Receive and follow up reports on acts of violence, discrimination and exploitation that occur in special needs children.

e. Promoting national and international donor institutions provides the help of increased SDM capacity and facilities/aids for special needs children.

f. Support and facilitation of the potential child-owned specialty in the field of sports, arts and education.

4. Private education institute

a. Organizes a special needs child-friendly education.

b. Conduct the awareness to the school committee and students about the service and protection against special needs children.

c. Developing a referral system for a special needs child.

d. Establishing a partnership with a parent/child family special needs in the learning process.

e. Being the center of an inclusive education resource for a special needs child.

f. Supports and facilitates the potential for special needs children in sports, arts and education according to the potential it has.

5. Mass media

a. Disseminate the correct and proper information about the special needs of the child.

b. Disseminate information about the place of health care, education, social for special needs children.

c. Socialization of laws and policies related to the handling of special needs child.

d. Developing a journalist/journalist's growth is sensitive to services and protection for a special needs child.

e. Conduct advocacy and monitor the implementation of special needs childcare policies.

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6. Religious institution

a. Disseminate the correct and proper information about the special needs of the child.

b. Provide access to a child with special needs on religious activities.

c. Develop a training and coaching institution for a family with a special needs child on any religious facility.

7. The customary institution

a. Disseminate the correct and proper information about the special needs of the child.

b. Provide access to a child with special needs on customary activities.

c. Develop a training and coaching institution for a family with special needs in each customary event facility.

8. The Public/Private World

a. Provide an internship and work to a special needs child with skills and expertise.

b. Develop a corporate social responsibility program (corporate social responsibility/CSR) for the handling of special needs children, among other things the provision of aid tools, community-based rehabilitation development, treatment assistance and Rehabilitation, scholarship for a special needs child.

c. Developing a private health care facility with special needs.

d. Developing a private educational institution that is a special needs child.

9. Profession Organizations

a. It organizes programs that support the socialization of a special needs child handling.

b. Disseminate information about a special needs child.

c. Developing an early detection method of special needs, which is easily understood by the public.

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BAB VI

MONITORING, EVALUATION, AND REPORTING

In order to optimize the implementation of the Special Needs Child Handling Policy conducted by the ministry/agency, local government and the The public institutions/NGOs, need to be exercised surveillance in the form of monitoring and evaluation through a coordination meeting facilitated by the Deputy Child Protection Fields as the coordinator of a special needs child care program.

Meeting coordination to know until the extent to which programs and activities Special needs child care that has been implemented in the ministries/agencies, local governments and community society/NGO. The monitoring is performed at least 2 (two) times a year at the same time requesting a written report every 6 (six) months, requesting an insindentil report in a particular case and resetting the report per semester given with the Final reports.

As for the programs and activities carried out in the area, then on behalf of the Local Government, the unit that handles child protection in the area conducts monitoring and evaluation. Monitoring in the area is carried out in accordance with the hierarchy of functions ranging from the center, the province to the district/city. Monitoring can be performed using the monitoring device of a list of questions, interviews, and visits to units that carry out special childcare activities to see firsthand activities, means and infrastructure. Available SDM as well as the constraints faced in terms of special needs childcare.

Evaluations are done by looking at ways of asking for a special needs child care plan, requesting the results of the execution of the task, performing comparison between the planning and the work achieved in activities Child's handling of special needs. The results of the evaluation can be used by the Government and the local Government as a consideration in improving its performance. An evaluation is performed by means of processing output data and reporting on a regular basis and performed regularly every 6 months at a time or as needed. After an evaluation is conducted, a follow up coaching to improve performance.

The unit that handles child protection in the Local Government delivers a report on the implementation of the child's handling of special needs. County Government. The report is delivered after the observation of the surveillance and evaluation results, as well as changes in child activities and services in accordance with the relayed evaluations.

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The report is delivered either in the form of progress report (progress report) as well as the final report of the year (annual report). The report is compiled, either at the request of the Government or the Local Government and on the initiative of a unit that handles child protection. The results of this report will be used to measure the execution of special needs child handling activities that have been performed by each of the acting activities and services.

The report of the implementation of the child ' s handling activities is special. The Provincial Government/City Government is delivered to the Provincial Government by busan to the Ministry of the Interior and the Ministry of Women's Empowerment and Child Protection. For the report of the implementation of the special needs child care activities implemented in the Provincial Government are delivered to the Ministry of the Interior with the Busan Ministry of Empowerment and Child Protection.

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BAB VII

CLOSURE

Special needs child care aims to realize the presence of respect, protection, and fulfillment of child rights special needs so that children can grow and evolve optimally.

Through this policy is expected to establish all parties ' commitment so that adequate budgets and real steps are sustainable for the handling of special needs children. entirety, whether in the Ministry/Institute, Provincial Government, County/City, society, mass media, community organizations, and the business world.

The coordination and cooperation between the various parties in the centre, the province, and the district/city is the main prerequisite of this policy. The central government, the provincial government, and the district/city government, as well as other stakeholders need to establish a joint commitment in the handling of special needs children. Thus the program or activities executed will contribute to the respect, protection, and fulfillment of the rights of special children.

MINISTER OF STATE EMPOWERMENT AND CHILD PROTECTION OF THE REPUBLIC OF INDONESIA,

LINDA AMALIA SARI

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