The Analysis of Teachers’ Competence in Participating the In-Service Training Program of Inclusive Education in Indonesia

Abdul Salim

doi:10.5539/ass.v15n2p8

Abstract

Theory, strategy, learning method, technology, and curriculum of inclusive education for both regular children and children with special needs (CWSN) are changing from time to time. Teachers require In-Service Training (IST) which enables them to adapt to these changes. One of the alternative ways for teachers who were already employed to obtain a new development access in education and educational technologies is to get IST. This research aimed to classify the teachers’ competence in inclusive schools based on their participation in the In-Service Training program of inclusive education. The research subjects were the 38 inclusive school teachers, taken by purposive random sampling. The data was collected by using questionnaire and analyzed by using descriptive and parametric statistic. The results reveal that there was a significant difference in pedagogic competence of teachers based on their participation in the In-Service Training (IST) program of inclusive education. The more often the teachers participate in the In-Service Training program, the better their pedagogic competence can be.

Highlights

Inclusive education is an education system which provides a great amount of opportunities for all learners with special needs, are potentially bestowed with special intelligence and / or talent that enable them to be equalized in enjoying common educational environment along with general students. (Gearheart, 1976; Ministry of Education, 2009; Charema, 2010; Sunardi, 2011; Salim, 2016)
In Indonesia, the implementation of inclusive education significantly aimed at overcoming the limited number of the existing special schools for special schools are proven to have been able to educate around 1% of children with special needs (CWSN) which aims to accelerate the achievement of the CWSN compulsory education program (Ministry of Education and Culture, 2016)
The data ca an be presented in the diagram m below: 70%. If it was reviewed deeper, this study identified the need for inclusive education training materials

Summary

Introduction

Inclusive education is an education system which provides a great amount of opportunities for all learners with special needs, are potentially bestowed with special intelligence and / or talent that enable them to be equalized in enjoying common educational environment along with general students. (Gearheart, 1976; Ministry of Education, 2009; Charema, 2010; Sunardi, 2011; Salim, 2016). In Indonesia, the implementation of inclusive education significantly aimed at overcoming the limited number of the existing special schools for special schools are proven to have been able to educate around 1% of children with special needs (CWSN) which aims to accelerate the achievement of the CWSN compulsory education program (Ministry of Education and Culture, 2016). The large number of inclusive schools has not been complemented by the quality of education services since most teachers in inclusive schools have limited competence to educate. The formal education background of the teachers are non-special education graduates (Yusuf, 2014), their competency of pedagogic, professional, social and personality in inclusive schools have not fulfilled the criteria as professional teachers in inclusive schools to educate regular children and CWSN (Yusuf, 2014a; Salim, 2015)

Objectives

Methods

Discussion

Conclusion