UNDERSTANDING LEVEL OF REGULAR TEACHERS’ COMPETENCY IN INCLUSIVE SCHOOL: A STUDY ON PEDAGOGY COMPETENCY UNDERSTANDING TO CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE SCHOOL

Authors

  • Tias Martika Master of Special Education Program, Sebelas Maret University, Indonesia
  • Abdul Salim Master of Special Education Program, Sebelas Maret University, Indonesia
  • Munawir Yusuf Master of Special Education Program, Sebelas Maret University, Indonesia

DOI:

https://doi.org/10.46827/ejse.v0i0.359

Keywords:

pedagogy competency, regular teachers, inclusive school

Abstract

The aim of this research is generally to determine level of regular teachers’ competency in inclusive school in Surakarta city, Sukoharjo regency, and Klaten regency. To be more specific, this research aims to: (1) determine regular teachers’ background in inclusive school, (2) have ever been involved in inclusive education training, (3) determine and understanding the level of pedagogy competency of children with special needs in inclusive school. The subjects used in this research are 45 high school regular teachers of inclusive school in three regencies/cities, namely, Surakarta, Sukoharjo, and Klaten. Data is collected through questionnaire, interview, and documentation. The collected data is then analyzed by descriptive statistic. The result of this research shows that education background of high school regular teacher of inclusive school is mostly specific subject teacher. From 45 respondents, only two respondents have been ever involved in inclusive education training. Meanwhile, it is known that the understanding level of pedagogy competency to children with special needs is still low. It can be concluded that low competency of pedagogy to children with special need in inclusive school is caused by regular teachers in inclusive school that mostly have non Special Education background and never participated in inclusive education training.

 

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References

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Published

2016-12-05

Issue

Vol 1, No 3 (2016)

Section

Articles

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