Central Java, July 9, 2026 – Quality education for children with special needs is built through a learning environment that adapts to the needs of each student. Therefore, the government continues to strengthen three key measures: school revitalization, digitalization of learning, and improvement of teacher competency, so that more children can experience inclusive, adaptive, and meaningful learning. This commitment is part of the government's efforts under President Prabowo Subianto to expand access and improve the quality of education for all Indonesian children.

During his working visit to Central Java, Deputy Minister of Primary and Secondary Education Fajar Riza Ul Haq inspected the revitalization of the M Surya Bangsa Special Needs School in Kendal Regency, which received assistance in the form of two classrooms, a library, and a skills room for 111 students. The government also built a new school unit at the Muhammadiyah Weleri Special Needs School.

In addition to strengthening facilities, the government is expanding the use of learning technology through the distribution of Interactive Flat Panels (IFPs) or Interactive Digital Boards (PIDs). In the Technical Guidance for Learning Digitalization for SLB teachers in Central Java, Fajar said, "This year, additional IFP units will be sent to each school, taking into account the number of students or study groups. The distribution of additional IFP units this year will reach more than 700,000 units for all educational units."

According to Fajar, the presence of the IFP has a much greater significance than providing learning technology devices. "It's not just an IFP distribution project, but actually has a deeper meaning in helping children with special needs access learning media," he said.

He added, "The presence of PID actually bridges their access to a wider variety of teaching media tailored to their individual needs."

For Fajar, the success of inclusive education is largely determined by the teacher's ability to understand each child's needs. "In inclusive education, it's not the child who is expected to adapt to the teacher, but rather the teacher adapts to the child's ability to process the learning," he emphasized.

Tatang Muttaqin, Director General of Secondary and Special Education, stated that strengthening teacher competencies is a crucial part of the transformation of inclusive education. "This technical guidance is a strategic step by the PKPLK Directorate to ensure educational transformation in a digital context is more inclusive, adaptive, and has a real impact on students with disabilities," he said.

Over four days, the teachers received training on PID utilization, developing instructional videos, creating educational games, and using the Education House as a space to share best practices. Participants were also asked to produce learning products and share their knowledge with other teachers in the learning community.

Before ending his visit, Fajar reminded, "The participants present are representatives selected to have the opportunity to participate in this technical guidance. Therefore, you have a great moral responsibility to share or disseminate what you have learned to other colleagues."

School revitalization provides more suitable learning spaces, technology opens up more learning opportunities, and teachers who continuously develop their competencies ensure that every child receives educational services tailored to their needs. These three steps are essential foundations for realizing inclusive, adaptive, and quality education for all students with special needs.*** (Author: Ririn/Photographer: Destian)

Bureau of Communication and Public Relations
Secretariat General
Ministry of Primary and Secondary Education

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