Self-Evaluation of Special Education Teacher Competence in Inclusive School in Indonesia

Abstract

This study aims to determine the competence of special education teacher (SET) in inclusive schools in Indonesia based on self-evaluation, including pedagogic, personality, professional, social, and special education competencies. This research is a survey research with quantitative approach involving 265 SETs from 4 districts in Central Java as research respondent with purposive cluster sampling technique. The variables studied were SET competence, including pedagogic, social, personality, professional, and special education competencies. Data were collected with SET Competence inventory scale consisting of 95 items. The instrument validity test was done with content validity followed by analysis of different item with Product-Moment Pearson correlation (r = 0.422-0.765) and reliability test with Alpha-Cronbach formula (r = 0.751). Data analysis was done by descriptive statistical analysis. SET evaluation results were in good category, although there is still a small part of the SET that assesses their selves in poor competence. Nevertheless, this SET competency assessment is still based on self-evaluation results. Therefore, this evaluation results still need to be continued with other evaluations, such as portfolio assessment, performance appraisal, SET performance assessment, and assessment of the success of students with special needs in order to obtain SET competency comprehensively. The results of this study can be a recommendation related to SET competence development policy by inclusive schools and government.

Strategi Penanaman Sikap Toleransi Di Sekolah Inklusi SMPN 3 Krian Sebagai Perwujudan Education For All

“…Pendidikan inklusif telah menjadi agenda utama UNESCO yaitu untuk memastikan bahwa tidak ada anak yang terlantar untuk mendapatkan akses pendidikan yang berkualitas. Pernyataan UNESCO tersebut selanjutnya dijadikan kesepakatan internasional tentang Millennium Development Goals (MDGs) bahwa semua anak laki-laki dan perempuantanpa kecuali, termasuk penyandang disabilitas, harus memiliki akses pendidikan.Pendidikan inklusif adalah pendekatan pendidikan yang inovatif dan strategis untuk memperluas akses pendidikan bagi semua anak termasuk penyandang disabilitas (Munawir dkk;.…”