Teachers’ Perception Towards Inclusive Education

Abstract

Inclusive education has emerged internationally over the past thirty years as a way of developing democratic citizenship. Core to inclusive principles are that improved equity in education can only be achieved by eliminating the economic, cultural and physical barriers that currently impede learning for particular students. Treating all children who have various potencies in inclusive schools is a major challenge facing the education system internationally. It is needed schools with educators who are really ready to run it. Also, it includes the perception of inclusive education in Indonesia. Therefore, the study on teacher perception of inclusive education in Indonesia is very important to study, because the perception will be one of the keys to success in treating children with disabilities, as well as an effort to encourage the achievement of the government’s vision and mission inclusive. One of the supporting factors for the success of inclusive education in schools is the role and function of teachers in implementing an inclusive education system in schools. Based on this, the research was conducted with the aim of providing an overview of the perception of inclusive school teachers in Indonesia. The approach used in this exploratory case study. Data of this study were collected from multiple interview with thirty five inclusive school teachers in Indonesia. The finding reveal such problems, challenge, inclusive school teachers’ quality, and a lack of learning resources and facilities. Drawing on these findings, policy recommendations are discussed in this article.