Challenging Stigma: A Study on Social Discrimination Against Children with Disabilities in Non-Inclusive Educational Settings in Indonesia

Abstract

This study investigates the forms of social discrimination experienced by children with disabilities in non-inclusive educational settings in Indonesia, particularly in Islamic boarding schools (pesantren). Despite global efforts promoting inclusive education, such as the CRPD and Education for All, many children with disabilities still face systemic and cultural barriers, especially in traditional and religious educational environments. These institutions often lack inclusive policies and pedagogical approaches, resulting in stigmatization, bullying, and social exclusion. Using a qualitative exploratory case study method, the research was conducted in two pesantren in Malang City, selected for having disabled students but lacking inclusive practices. Data were collected through in-depth interviews, participatory observations, and documentation involving nine informants: disabled students, teachers, caregivers, and peers. Thematic analysis was applied using Miles and Huberman’s interactive model. Findings show three dominant forms of discrimination: negative labeling and derogatory nicknames, verbal and non-verbal bullying, and absence of structural support. Children with disabilities are often marginalized, excluded from group activities, and left to adapt without institutional assistance. Some educators expressed dismissive attitudes, reinforcing the notion that these children are burdensome. This research highlights how pesantren, as value-based institutions, may inadvertently perpetuate exclusive norms and cultural stigma. It argues that inclusive education should not merely ensure physical access but must transform cultural attitudes and social structures to respect diversity and uphold children's rights. The study contributes new insights by contextualizing the lived experiences of disabled children in faith-based educational settings and calls for adaptive policy reforms, teacher training, and community awareness to foster inclusive values.