Komnas HAM, Indonesia UNCRPD Written Contribution 41. Article 4 of Regulation of the Minister of Education No. 70 of 200925 stipulates the appointment of inclusive schools by regional governments. This appointment is top-down in nature and therefore lacks the involvement of parents and children with disabilities in identifying what is best in terms of education for persons with disabilities. 42. In response to Paragraph 144 of the Government Report, a claim of specific standards of competency and expertise for teachers in inclusive education could not be found in the relevant regulation. Item A.1.e26 only describes the academic qualifications of teachers in "special needs" schools, which is inconsistent with the government's claim that it regulates the teacher’s competency and expertise standards in inclusive education, as well as the role of homeroom teachers, counselling teachers, and special needs teachers. Another point of urgent matter is filling the gap between special needs assistant teachers and students with disabilities in inclusive schools. 43. As regards Paragraph 148 of the Government Report, Komnas HAM still observed persistent discriminatory practices against persons with disabilities seeking to access higher education, particularly in service-bond state institutions. This is evident in the conditions requiring prospective students to be "in good physical and mental health conditions".27 Some service-bond schools even include the phrase "not physically and mentally disabled" as one of the requirements for prospective students.28 in 2014, education. Several barriers are identified, including: parents of children with disabilities are afraid to enroll their children in mainstream schools, parents are embarassed, lack of information on how to access inclusive schools, and economic challenges. Refusal to attend school among children with disabilities is caused by some schools declining students with disabilities for funding reason, or the schools consider they already have students with disabilities and instead direct the students to enroll to private schools. (Based on the interviews with Education, Youth, and Sports Office of Kulon Progo, Education Office of Yogyakarta, and the provincial government of East Nusa Tenggara, 2017.) 25 The provision: "(1) Regency/city government appoints at least 1 (one) primary school, and 1 (one) middle school in each sub-district and 1 (one) high school which shall carry out inclusive education and shall accept students as referred to in Article 3 paragraph (1)." 26 Item A.1.e: Academic Qualifications of Special Needs Primary Schools/Middle Schools/High Schools Teachers Teachers at Special Needs Primary Schools/Middle Schools/High Schools, or other equivalent institutions, must have a minimum educational qualification of a Bachelor’s degree (D-IV or S1) in special education program or a relevant Bachelor's degree in the subjects being taught, from an accredited study program. 27 see the 2019 Requirements for Prospective Students ofState Institute of Meteorology, Climatology and Geophysics; and the State Institute of Intelligence. 28 see the 2019 Requirements for Prospective Students of State Institute of Cryptography, State Institute of Accounting, State Polytechnic of Corrections, and State Polytechnic of Immigration. 21