Comparative Study of Regular Teachers’ Special Education Pedagogy Competence Level in Elementary and Senior High Inclusive School

Abstract

Comparative Study of Regular Teachers' Special Education Pedagogy Competence Level inInclusive School Elementary and Senior High School Level. In general, this research aims to determine regular teachers' special education pedagogy competence level in the level of elementary and senior high inclusive school. Subject in this research was 38 regular teachers in elementary inclusive school and 45 regular teachers in senior high inclusive school. Data was collected through questionnaire. Data was analyzed by using normality test, homogeneity test, and t-independent test. Result of this research showed that data from both variables was normal, homogeny, and the average score of regular teachers' pedagogy competence in elementary school is 61.5 while the average score of regular teachers' pedagogy competence in senior high school is 48.78. It can be concluded that regular teachers' special education pedagogy competence level in elementary school is higher than in senior high school.

Teacher Problems in Learning Children With Special Needs (Abk) at Inclusive School SDN 1 Selong

“…Not all of them were able to manage the class well because previously the teachers were used to teaching normal children. Teachers who teach in inclusive schools should ideally have special competencies regarding inclusive education and special needs children (Martika & Salim, 2017). Competence is a basic ability that a person must have.…”

“…Teachers play an important role in schools to meet the needs and maximize the potential of children with special needs. Teachers who teach in inclusive schools should ideally have special competencies regarding inclusive education and special needs children (Martika & Salim, 2017). The teacher is the main spear in the teaching and learning process to shape attitudes, personality and develop the potential of children without exception.…”

Elementary teachers’ pedagogical competencies in supporting students with learning difficulties

“…The level of pedagogical knowledge that teachers in Indonesia have about inclusive educational practices is variable, as gleaned from the few studies in the area. In a study involving 45 teachers, it was found that only two of the regular education teachers had training in inclusive education [20]. The level of knowledge about pedagogical competence in regards to catering for students with special needs was found to be "low".…”

“…In a similar study involving 39 teachers, it was found that primary school teachers reported higher levels of pedagogical competence in the area of inclusive education than secondary school teachers. The authors did not provide the relative extent and depth of knowledge held by teachers [21].…”

A Comparative Study on Regular Students’ Sensitivity at the Inclusive Education of Junior High School and Senior High School in Surakarta

“…Thus, in the implementation of inclusive education in Indonesia refers to Peraturan Pemerintah No. 70 Tahun 2009(Regulation Government Number 70 Year of 2009, where the children with special needs have education and service which is suitable with their needs in the inclusive education (Martika & Salim, 2017. Inclusive education is the answer of pessimist point of view toward children with special needs, where the peer is the setting to reach equality and participation in inclusive education (Fitriana & Sulthoni, 2017). Peer's positive support, self-esteem support, increasing of academics and social work are the positive impacts of inclusive (Flem & Keller, 2000).…”