Children with Cerebral Palsy : a philosophical analysis on the concept of inclusive education

This paper aim to explores a philosophical analysis towards the obstacles who experienced by children with cerebral palsy in receiving inclusive education in inclusive schools. This paper based on qualitative research that refers to analytic in philosophy of education as its central method. Reconstructionism as one of the streams in philosophy of education also offer a philosophical response towards the dilemma of inclusive education for children with cerebral palsy through make serious efforts to positioning humanity in inclusive education for children with cerebral palsy. A philosophical response in the form of reframing the concept of inclusive education that held based on humanistic principles point out that inclusive education can be carried out comprehensively. The paper concludes that positioning humanity in providing education for children with cerebral palsy is carried out by aligning various components of education that include teachers, students, places, and time. Thus, positioning humanity in education becomes a holistic foundation in organizing education for all children.

children with cerebral palsy requires special treatment for each level of cerebral palsy disorder. Adjustments that create conditions for inclusive education are accessible to all types and levels of cerebral palsy suggesting that children with cerebral palsy certainly need special handling in receiving inclusive education to meet the goals of inclusive education concepts for all children.

The Idea of Inclusive Education
The concept of education for all originated from the conference adopted the Salamanca Statement on Principles, Policy and Practice in Special Needs Education and a Framework for Action. The document has the principles of inclusive education towards "schools for all children", educational institutions offer educational support for all children in response to each need. The concept of education for all children intended to all children, especially children with vulnerable conditions as well as children with special needs (Unesco, 1994). Inclusive education that emphasizes the respect for diversity in society holds the principle that educational measures should be adapted to the diverse conditions of each student as sought by providing special training (Santos, Amorim, & Paula 2020, p. 2).
Education for children with special needs refers to all children or adolescents who have learning difficulties due to disabilities. Some children experience learning barriers at school because they have a condition of functional damage to the body. Therefore, schools should find ways to give education to all children with special needs who need special care in education. This is an effort to realize the concept of inclusive education through the procurement of inclusive schools for all children (Unesco, 1994).
The concept of 'education for all' based on the principle which is covering the idea of every child has a fundamental right to education, and the education system in the concept of inclusive education provides opportunities for each child by looking at different interests, learning needs, and learning abilities between one child and another. The education system should be designed by implementing educational programs that look at the diversity of children's character and children's learning needs. Regular schools should also provide access and accommodation to children with special needs as a form of inclusive education that leads to efforts to realize inclusive community construction to make educational goals for all children (Unesco, 1994). Building an inclusive society to give facilities for children with special needs should be done with an effort that reduces the risk of disability of children with Development, v. 9, n. 9, e483996744. 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i9.6744 8 disabilities, to cut the constraints of accessibility in the real inclusive society caused by the forced barriers that then suppress the children with special needs' ability (Cruz, Silva, Pinto, Figueiredo, Fernandes, & Machado, 2020, p. 2-3).
The basic idea of inclusive education stems from the concept of education for all children who are principled to give education in accordance with the talents, abilities that children can do, and essential learning needs for children. Inclusive education focuses on children with special needs. Children with cerebral palsy as part of children with special needs who fall into the class of lifelong disability, certainly have the right to receive inclusive education. Therefore, children with special needs including children with cerebral palsy are essential to get inclusive education that develops towards participation in inclusive society to make the educational goals for all children.

Methodology
This paper based on qualitative research that refers to Methods in Philosophy of Education book. As stated earlier, like other branches of analytic philosophy, it is not about the discovery of previously unknown facts, but about understanding conceptual connections, including in these connections between concepts of ethical values. Analytic philosophy of education is still firmly bound to connective analysis as its central method (Heyting, Lenzen, & White, 2001, p. 19-20).
The analysis in which it engages is not reductive, but 'connective': it investigates how one concept is connectedas shown by the logical relationship between one concept and another. Connective analysis focuses on conceptual clarification and in the exposure of confused or unfounded theories, not for their own sake but because of the illumination they cast on educational policies and practices andultimatelybecause of the improvements in these areas that this illumination can help to bring about (Heyting, Lenzen, & White, 2001, p. 14-20).
In the 1960s and early 1970s British philosophy of education under Peters' direction applied analytic method in three ways. First, investigate interconnection between educational concepts that include the concepts of education, teaching, learning, training, and development.
Second, it reveals philosophical concepts description and claims against doubts over educational theory. Third, it applies an investigation to several concepts explored in philosophical issues in the field of education. The exploration is pursued by finding interconnection in knowledge, beliefs, truth, and evidence surrounding issues surrounding for all children. Unesco, which has issued a Salamanca Statement on 'education for all', considers the importance of the right to education for all children with diverse backgrounds.
Inclusive education which is held on the basis of the thought of education for all children as a human being, includes the principles of justice and equality in education. The problem that can arise in implementing the concept of education for all children is related to the compatibility between theory and practice in the administration of education. Such is the case in the discussion in this section namely the dilemma of education for children with cerebral palsy and the implementation of the concept of 'education for all' related to the dilemma of problem in organizing inclusive education for children with cerebral palsy through inclusive schools.
Children with cerebral palsy as it is known consists of several types and levels of disorders, requiring special services and responses in education. Those condition caused by various types and levels of abnormalities that make children with cerebral palsy experiencing obstacles in following the learning process. The implementation of the concept of 'education for all' as provided through inclusive education, certainly requires a review if it is given to children with cerebral palsy. A review of the concept of 'education for all' applied in inclusive education, need to be directed at the learning process of children with cerebral palsy according to the type and level of disabilities on each individual cerebral palsy.
The main problem that seen in the process of implementing inclusive education which is followed by children with cerebral palsy is that it leads to the fulfillment of facilities and infrastructure or completeness of the education for children with cerebral palsy in receiving inclusive education. In addition, inclusive education implemented in inclusive schools with the aim of providing education for all children in the same environment, still has the opportunity to meet the obstacles in terms of proper handling of children with cerebral palsy who follow the learning process in inclusive schools.
Inclusive education as a form of embodiment of the concept of 'education for all', provides education for all children with a variety of conditions to carry out the learning process in one place of learning that is inclusive school. Children with cerebral palsy who take part in the learning process at inclusive school certainly do learning activities with a variety of students with a variety of learning needs both for general learning needs and special learning needs. Therefore, the dilemma of education for children with cerebral palsy in inclusive schools needs to be reviewed from the aspect of compatibility between educational theory and practice. Such conditions are given the type and level of abnormalities in complex cerebral palsy students, so it needs to be adapted to the conditions of cerebral palsy who Research, Society and Development, v. 9, n. 9, e483996744. 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i9.6744 follow the learning process in inclusive schools so that the concept of education for all children can be conveyed properly.
The implementation of the concept of 'education for all' through inclusive education as carried out in inclusive schools, is certainly expected that the values of inclusive education that are embedded in inclusive schools can be understood and practiced by the wider community in everyday life. That way, the concept of education for all children can be interpreted comprehensively and fully equipped by aligning the learning needs of students that are so diverse with education that provided to students. Inclusive school as a place that includes inclusive education, has the opportunity to create a dilemma obstacle for children with cerebral palsy who follow the learning process with other students in inclusive schools. This is as can happen if there are children with cerebral palsy at moderate level who experiencing physical impairment, then experiencing obstacles in doing the learning process in inclusive school. Children with cerebral palsy at mild level certainly needs extra support to be able to take part optimally in the learning process in inclusive schools. Children with cerebral palsy at mild level with near-normal body condition and cognitive capabilities tend to be able to do the learning process which held in inclusive schools.
The conditions experienced by children with cerebral palsy at mild level are difficult to take part in inclusive school activities, considering that children with cerebral palsy at mild level are capable to do activities independently or only with a little help from others. Children with cerebral palsy at mild level certainly have different conditions with children with cerebral palsy at moderate level. If children with cerebral palsy at mild level tends to have ablity to approach a normal child, children with cerebral palsy at moderate level may need help from others while undergoing some of their activities such as requiring the role of a coteacher in the process of learning in an inclusive school or requiring special nurses on duty accompanying children with cerebral palsy while in the middle of doing activities in inclusive school.
Children with mild cerebral palsy and children with moderate cerebral palsy who have cognitive capabilities equal to normal children and do not have significant or mentally and physically significant impairments, tend to be able to follow the learning process and carry out activities in inclusive schools with normal children in inclusive schools. This condition certainly involves the readiness of facilities and infrastructure as well as the teaching staff in schools providing inclusive education, because the sustainability of inclusive education cannot be separated from the readiness of inclusive schools in realizing the ideals of education for all children. the body and in accordance with the learning needs of children with cerebral palsy. Children with cerebral palsy who have the type and degree of severe disabilities receive education through informal education pathways so that approaches, methods, and exercises in the learning process carried out at home can focus on the most basic learning needs for these children with cerebral palsy.
Positioning humanity in education for children with cerebral palsy in terms of the teacher as a teacher as well as educating children with cerebral palsy in formal education, non-formal education, and informal education leads to the role of teachers who have duties and responsibilities in providing education for children with cerebral palsy in accordance with type and degree of abnormalities of each child with cerebral palsy. The teacher is obliged to respond and treat children with cerebral palsy by adjusting the type and level of abnormalities of children with cerebral palsy, because the type and level of abnormalities that each child with cerebral palsy has requires different responses and ways of education. Teachers should be able to give education for children with cerebral palsy according to the types and levels of disorders that are so diverse. The teacher in addition is also obliged to know insights about learning barriers in each type of children with cerebral palsy, so that teachers can also learn the characteristics of children with cerebral palsy along with the tools that are needed as a support for the learning process.
The teacher in charge of providing education for children with cerebral palsy is also important to adjust the place where children with cerebral palsy carry out the learning process such as in inclusive schools and in special schools. Teachers play an important role in adjusting the learning place of children with cerebral palsy, because the situation faced by teachers in the practical realm of cerebral palsy children's education is fraught with challenges. This is like the teacher in the inclusive school whose job is to teach all students including children with cerebral palsy who are students in the inclusive school class, so the teacher who is assigned to teach in the inclusive school should have knowledge about cerebral palsy students who are in class to follow the process of learning together with other students in inclusive schools.
Education in inclusive schools should ideally have primary teachers and accompanying teachers in inclusive schools. The principal teacher who teaches in inclusive schools has the role of giving lessons both in the classroom and outside the classroom. The accompanying teachers in inclusive schools come from special school teachers who are assigned to inclusive schools as companions for children with special needs as well as principal teacher consultants in inclusive schools. At this point the accompanying teacher and principal teacher in inclusive schools must work together in organizing education for students in inclusive schools.
Principal teachers in inclusive schools should be able to understand and understand children with cerebral palsy conditions in inclusive schools as students with special needs who fall into the complex disorders category.
Special assistant teachers in inclusive schools have the duty to help overcome the barriers experienced by students with special needs while doing the learning process in inclusive schools. The principal teacher and the accompanying teacher who work together in teaching children with cerebral palsy in inclusive schools is a manifestation of humanities principle in humanistic education that leads to the aspect of the teacher being obliged to recognize the characteristics of learning barriers that experience by children with cerebral palsy while doing learning process in inclusive school. Such conditions are certainly different from children with cerebral palsy with the type and degree of severe disabilities that always need help or assistance from others to carry out daily activities, including during the learning process in school or also in the social sphere. Therefore, the teacher in charge of teaching in special schools is important to give an educational response to children with cerebral palsy with the type and level of severe abnormalities intensively, considering children with severe cerebral palsy always need help when doing activities in special schools.
Education for children with cerebral palsy through informal education can be provided through parents or families of children with cerebral palsy. Parents who have the children with cerebral palsy should recognize the characteristics of their children disorder that includes obstacles in the process of growth and development of their cerebral palsy children from birth, the type and degree of abnormalities experienced by children with cerebral palsy.
Armed with the knowledge held by parents about their cerebral palsy children can also be the directors of parents of cerebral palsy children in providing informal education.
Parents and families who have children with cerebral palsy that experience difficulties in providing informal education for their cerebral palsy children, are generally caused by the condition of their cerebral palsy children who only allow it to carry out learning activities both at home and around the house. Children with cerebral palsy generally experience the type and level of severe abnormalities that cause obstacles in following the process of learning through formal and non-formal education. Parents as a teacher of children with cerebral palsy at home should give basic educational needs for children with cerebral palsy.
Parents of children with cerebral palsy can also consult a therapist who is brought in at home or at the therapy service center for children with cerebral palsy. education for their children with cerebral palsy like homeschooling. Homeschooling education that brings in teachers, organizes education for children with cerebral palsy at home. Thus, children with cerebral palsy in the individual learning process could be more focused and guided. This informal education is an appropriate choice to be given to children with cerebral palsy who do not allow to follow the learning process through formal and nonformal education as the children with cerebral palsy with the type and degree of severe abnormalities and children with cerebral palsy who live distant from school or from training centers.
Informal education provided by therapists and homeschooling teachers, should be supported by the role of parents and families of children with cerebral palsy children who routinely provide education for children with cerebral palsy at home or in the social environment. Informal education that can be given by parents to their children with cerebral palsy as well as trained by teachers and trappers is to train the concentration of children with cerebral palsy, train the flexibility of muscles and body parts of children with cerebral palsy so as not to be stiff, train the interaction of children with cerebral palsy both verbally and verbally nonverbal so that children with cerebral palsy be able to communicate according to their capabilities. Parents of children with cerebral palsy are also important to teach courtesy, how to respect others, as part of moral education in accordance with the capabilities of children with cerebral palsy. Thus, parents and families of children with cerebral palsy take an important role in informal education for children with cerebral palsy.

Conclusion and Suggestions
The conclusion of this paper that is the concept of education for all children which is held through inclusive schools still needs 'reframing' to the condition that the implementation of inclusive schools be able to accommodate education for all children all children including children with general learning group and special learning group. Children with cerebral palsy as children with special needs who need to obtain education as well as getting inclusive education, could certainly receive inclusive education held in inclusive schools. Inclusive education which is held through inclusive schools has the aim that education for all children could be held in one place of learning, but for a number of children with special needs such as children with cerebral palsy at certain types and levels have the opportunity to meet obstacles in the process of conducting activities in inclusive schools both indoors or outdoors.