Establishing the Governmental Policy to Promote Engagement within the Inclusive Education System in Indonesia

Warman Warman

Abstract


This research was aimed to examine teacher perception on Inclusive Education (IE) and its impact on IE design management. To analyze the data, this study used descriptive design and quantitative strategy. This study, involving 38 participants from elementary school, junior school and senior school, took place in Samarinda, Indonesia. Data of this study were collected using questionnaire to measure teacher' pedagogical competence and the effect of pedagogical competence on the IE management. Results show that the competence of teachers in pedagogical skills reaches an average of 71. Out of 38, IE teacher competence is divided into fair competence 22 (57.9%), good 8 (21.1%) and very good 8. (21.1%). There are 8 themes  found in the design of IE teachers. Our evidence shows that teacher competence specifies themes on children with special needs (CWSN), CWSN categories, CWSN features, CWSN recognition, Modified CWSN curriculum, Individual development plan, CWSN coping method, and CWSN instruction assessment. The results of hypothesis testing indicate that pedagogical competence has a significant impact on holistic teaching competence in general, and pedagogical competence has a significant impact on IE management.  In a policy level, management of IE varies from general education to CWSN, so teachers require trainings to adapt the influences. Implementing IE is also an alternative way for teachers who have already have teaching experience to gain a new understanding of the growth in education and training technologies.


Keywords


teacher expertise, inclusive education, in-service training

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