Pemenuhan Hak atas Pendidikan bagi Penyandang Disabilitas Berdasarkan Prinsip No One Left Behind dalam Hukum Indonesia Fulfillment of the Right to Education for Persons with Disabilities Based on the No One Left Behind Principle in Indonesian Law
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Authors:Marisa Putri1*, Vallent Margaretha2, Andre Zanij Deananda3
Copyright :Authors retain copyright and grant the journal right of first publication.
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Abstract
Education is a human right that the state is obligated to guarantee and fulfill without discrimination, including for persons with disabilities. Although Indonesia has established a legal foundation through the 1945 Constitution of the Republic of Indonesia, the Human Rights Law, the Persons with Disabilities Law, and various implementing regulations, questions remain regarding the capacity of this legal framework to ensure that the most vulnerable groups of persons with disabilities are not left behind in accessing education. This study aimed to analyze the fulfillment of the right to education for persons with disabilities under Indonesian law by using the No One Left Behind principle as a perspective for assessing the adequacy of legal protection and affirmative measures. The study employed a normative legal research method using statutory and conceptual approaches, supported by limited factual data as contextual illustrations. The results showed that Indonesian law recognizes equal rights to education for persons with disabilities and regulates obligations to provide reasonable accommodation and affirmative measures. However, the legal framework does not explicitly regulate the classification of vulnerability levels among persons with disabilities or tiered affirmative-action mechanisms that prioritize those most vulnerable to being left behind. This condition indicates that challenges in fulfilling the right to education arise not solely from normative gaps but also from the lack of integration of the principle of prioritizing the most vulnerable groups into the design and implementation of education law and policy. This study contributes by positioning the No One Left Behind principle as an evaluative framework for assessing the fulfillment of the right to education for persons with disabilities. The implications indicate a need to strengthen vulnerability-based policies and tiered affirmative-action mechanisms so that legal protection can reach persons with disabilities more equitably and inclusively.
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