and disabled leaders could be incorporated into the school curriculum to help foster a more inclusive culture.

4. **Funding and policy action to support the identification and service provision for children with physical disabilities** **<mark>:</mark>** <mark>The Indonesian education system and curriculum is not currently meeting the needs of disabled children. This lack of adequate facilities and training combined with social stigma contributes to children with disabilities falling behind and dropping out at high rates when they do enroll. Teachers also often lack the appropriate training necessary to accommodate specific disabilities. Refining the curriculum for children with disabilities and providing teachers with training on appropriate strategies to teach students with disabilities would help to improve access to and the quality of inclusive education. This could include</mark> _<mark>implementing</mark>_ <mark>the following measures at the district and provincial levels:</mark><sup>36</sup>

- a. <mark>Improve and harmonize data systems (Dapodik, EMIS) to capture a higher level of detail regarding disabled students and the services that they are accessing, as well as teachers trained on inclusive education and in delivering special education services.</mark>

- b. <mark>School buildings and other education facilities, such as teacher training institutions, should be designed to enable an accessible and inclusive learning environment. Existing structures can be upgraded to be more accessible.</mark>

- c. <mark>All teachers should receive initial training on inclusive education during pre-service teacher education; availability of continuous professional development (CPD) of teachers on inclusive education.</mark>

- d. <mark>School leaders should be trained regarding their responsibilities for enhancing the inclusion of all students, including students with disabilities and removing barriers to their inclusion.</mark>

- e. <mark>School leaders should support teachers in enriching or adapting their strategies to students with a different readiness to learning and/or with diverse educational needs.</mark>

- f. <mark>The curriculum needs to reflect principles of equity and inclusion, while textbooks and other materials should integrate positive portrayals of students with disabilities and/or de-biasing contents into the curriculum.</mark>

- g. <mark>Provide fair and accessible assessments to allow all students to show their knowledge and skills on the same challenging content.</mark>

5. **Provide quality childcare facilities for civil servants at the district, provincial and national levels:** Lack of adequate childcare options was cited as an issue by many women in the course of this study, including those in echelon positions who struggled to balance family responsibilities with their careers. While existing policies mandate childcare facilities at ministries, interviewees noted that often these facilities are un-staffed and inactive, while these policies are not in place at the provincial or district levels. Provision of adequate childcare facilities would help to alleviate some of the burdens on women’s time that prevent them from seeking promotions or more senior positions. This should also be applied for female teachers who would like to attend training for their capacity development. Gender-sensitive actions should cover affirmative actions, such as giving opportunities to female teachers to bring along under-five children and their caregivers during the training.

> 36 Adapted from “ _Ensuring Equity and Inclusion in World Bank Education Projects_ ” 2019. Also see the WB Inclusive Education Resource Guide <u><mark>(www.worldbank.org/inclusive-education-initiative)</mark></u> .

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