Schools' Perceived Readiness in Responding to Employment Policy for Person with Disability

Law Number 8 of 2016 concerning Persons with disability in Indonesia has been ratified since 2016, with one of the objectives is to expand employment opportunities for persons with disabilities. This study aims to identify the schools' perceived readiness understudy in responding to the employment policy (quota of workers with disabilities of 1% for private companies and 2% for government, regional government, BUMN, and BUMD) through the implementation of vocational - based education. This study compares a number of Special Schools (SLB) and Vocational High Schools (SMK) in the Special Region of Yogyakarta to provide an overview of the perceived readiness of 2 types of schools that serve education for children with special needs. In measuring the level of perceived readiness, this research drew seven aspects: curriculum, learning process, teaching staff, management, funding, infrastructure, and environment, with an additional aspect of student input SMKs. This research is a quantitative study with a survey approach. The study found that schools perceived them-selves ready, but this may be bound to their common practice and understanding of inclusive education. This study hopes to contribute to the literature and policy discussions on special education and the employment of persons with disabilities.


INTRODUCTION
Research on organizational change has emphasized the importance of readiness (Allamki, 2013) Lynch, Smith, Yeigh, & Provost, 2019); Weiner, 2009) to implement policy initiatives successfully. In particular, Weigner (2009) argued that members' efficacy and commitment -the collective readiness -is crucial in helping the organization achieve the intended change. In the literature on educational policy, studies on school's readiness have been inquiring a wide range of topics from health and welfare (Arthur et al., 2020;Chaleunsouk, 2014) to the curriculum (Suyanto, 2017) and policy implementation (Mangwaya et al., 2016;Oterkiil & Ertesvåg, 2012). Mangwaya et al. (2016), who studied the readiness of schools in Zimbabwe in implementing a national initiative on early childhood education, found that even though teachers were adequately trained, school principals and the curriculum were not sufficiently prepared. This is similar to the case presented in Suyanto (2017) study on the implementation of Kurikulum 13 in Indonesia; his research found that about onethird of teachers in the studied schools had a good understanding of the new curriculum and had received ICT training, which is pivotal in the new curriculum. Still, only 17% of the schools were equipped with ICT facilities. As a result, most students found that the new curriculum was challenging. Despite their limitations, these studies supported the notion that the conception of their readiness is crucial. Little has been covered, unfortu-nately, on the schools' readiness in relation to inclusive education policies. This paper aims to contribute to this pool of research on schools' readiness and inclusive education.
Existing literature on inclusive education sheds light on the meaning of inclusion (Ghergut, 2011;Kurniawati et al., 2012;Mulyadi, 2017;Starczewska et al., 2012) or what is understood as inclusion by teachers, practitioners, and policymakers. Research in this area, while acknowledging that there might be discrepancies in definitions of inclusion in education, continues to work on recommendations for improving affirmative education and labor policies for people with disabilities (Ghergut, 2011;Scheef et al., 2017;Whittenburg et al., 2019). The new regulation, namely Law No. 8 of 2016 on Persons with Disabilities in Indonesia, is in an early stage of its implementation, hence requires input for improvement. As this law aims to bring about change in employability for people with disabilities, this paper seeks to ask one question deemed necessary in such change, i.e., schools' perceived readiness in responding to this new regulation.
The rest of this introduction will present the context of inclusive education and employment of people with disabilities in Indonesia.
The World Health Organization (WHO) records the number of people with disabilities in developing countries reaches 10% (ten percent) of the total population (News, 2012 to the relatively small pool of empirical studies on this topic.

METHODS
The type of research used in this research was quantitative research with a survey approach. The study subjects were teachers and principals of vocational schools in the city of Yogyakarta and the SLBs in the Special Region of Yogyakarta. This study used two types of data, namely primary data obtained through questionnaires, observations, interviews, and secondary data obtained through collecting several supporting documents that could explain and explain the focus of research (Hasan, 2002

FINDINGS AND DISCUSSION
The results of the survey were triangulated through interviews and site visits. The following Table 1 summarizes the findings from the completed questionnaire distributed to the respondents at both SMKs and SLBs.

Student Intake: Admission Requirement and Program Design
This study found that while all SMKs adopted the inclusive education policy, some study programs remained inaccessible to students with disabilities. This access limitation was due to the specific requirements the programs had. For example, vocational programs in information technology, engineering, and health had admission restrictions such as color blindness or visual impairment.
In addition to this, the programs were more This contrast indicated that the SLBs' curriculum has so far been developed to cater to the job demands in the informal sector. Not much attention has been given to explore more formal job opportunities in which students' special needs can participate.
Generally speaking, the curriculum at SLBs in DIY Province based on the survey result was in the category of "ready." In addition to the mismatch that has been mentioned before, however, our observations found that: (1) the compilation of teaching materials and the content of the material had not fully referred to the needs of students; (2) learning objectives had not yet been for-

Non-discriminatory Assisted Learning
The results of SMK's perceived readiness in aspects of the learning process were satisfactory. All schools with special needs students continued to carry out learning ac- in encouraging students to be independent and to be able to overcome student disabilities, there were still teachers who were too helpful to students so that the students were not accustomed to being independent. Besides, both schools that had an average score of aspects of teaching and learning processes high and low had compiled information related to the planned program and explored the potential of each student and attempted to develop them, but were often hampered by the limited variation in the types of skills offered by schools.

Inadequate Teaching Staff
Based on the data, the majority of respondents fell into the category of "not ready" and "less ready" in terms of their teaching staff. This was consistent with what researchers found on site. The majority of vocational school teachers did not possess sufficient understanding of the theory and teaching methods for students with special needs. The majority of SMKs relied on assisting teachers assigned from Disdikpora DIY, even though assisting teachers were not supposed to teach students directly in class. The assisting teachers' duties and functions were to assist and facilitate interaction between the special-need students and their regular teachers and special-need students' parents. The average number of assisting teachers assigned by the Disdikpora in This resulted in low relevance of teaching methods and skills to be delivered.

Quality Management Disparity
In terms of school management, most SMKs in the City of Yogyakarta were in the category of "not ready" and "less ready." Based on observations, these schools did not have exceptional management to support inclusive education. Besides, some schools had special-need students enrolled and did not have special management oriented towards inclusive education. Researchers did not find vocational schools' vision and mission in Yogyakarta City that explicitly or implicitly included matters related to inclusive education in them. The majority of schools did not have a monitoring and evaluation mechanism for the inclusive education they provided, even though these particular schools had students with special needs enrolled. Based on observations, SMK Bopkri 2 Yogyakarta was one of the Vocational Schools that had initiated various programs and policies to support the implementation of inclusive education. One of the programs and policies was the implementation of in-house training to increase the capacity of teaching staff to serve students with disabilities; and the implementation of sex education socialization for teenagers, especially for students with special needs.
In this aspect, most SLBs in the Province of DIY was in the "ready" category.
The completed questionnaires showed that the highest score was derived from schools with a vision and mission about work-based education in the private sector and government that is friendly to children with special   Training to increase the capacity of teaching staff is one of the most influential programs that can be implemented by vocational schools to improve education services for students with special needs.