Abstract
This study aims to identify the problems and needs of professional development of special education teacher (SET) in inclusive schools. This research is a survey research with quantitative approach. The research respondents consisted of 265 special education teachers in 242 inclusive schools in Central Java Indonesia. The research data was collected with questionnaire on the problems and needs of SET professional development in inclusive schools, consisting of 4 domains, namely (1) SET competence development, (2) SET performance appraisal, (3) SET work award, 4) SET career development. Data analysis technique used is descriptive statistical analysis. The result of the study shows that SET profession in inclusive schools in Indonesia still faces many problems and the level of requirement to get SET professional development tends to be high and very high. Thus, a clear program and a standard regulation regarding SET professional development are required. Keywords— problems; needs; professional development; special education teacher; inclusive school
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