The Influence of Special Education Training on Teachers’ Attitudes towards Inclusive Education: Case Study in Aceh Province, Indonesia

Abstract

Inclusive education as a primary education policy for students with special needs to create inclusive society and equal opportunities in education. The purpose of this study was to identify the attitude of Primary School teachers towards inclusive education in Aceh province. Attitude assessment consists of three aspects: cognitive, affective, and behavioral, and how special education training influence teachers' attitudes toward inclusive education. This study involved 399 primary school teachers. The results of the MANOVA test revealed there was a significant difference effect of teachers who have received in special education training on all aspects of attitude with the Wilks' Lambda λ value [F dk (3,395) = 0.909, sig = 0.000 p <0.05]. Whereas the results of the ANOVA analysis found there were a significant effect differences on two of the three aspects of attitude, there are in cognitive aspect [F dk (1,397) = 26.129, with sig = 0.000 p <0.05] and in behavioral aspect [F dk (1,397) = 35.360, with sig = 0.000 p <0.05], while there was no significant effect difference on the affective aspect [F dk (1,397) = 0.776, with sig = 0.379 p> 0.05]. The study concludes that special education training in inclusive education practices enhances teachers' confidence in their ability to work with special needs children as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The implications of the study indicate that there is a need for improved training programs for teachers teaching in inclusive education schools in Aceh province so that inclusive education practices can work as determined by the Indonesian government.

Competence of Teachers to Support Special Needs Children in Our Dream Indonesia

“…Teachers are also provided with materials on inclusive education, exceptional education, and special education which are solutions to solving educational fulfillment rights problems (Liani et al, 2021) such training will help teachers develop the necessary competencies to overcome different challenges, and this will help teachers become competent, responsible, skilled, and highly dedicated educators, as behavior http://eduvest.greenvest.co.id management training will help teachers develop the necessary competencies. Appropriate assessment and assessment can provide in-depth understanding of individual needs and progress and guide planning and development of learning programs, and includes the use of appropriate assessment tools and techniques, interpretation, and use of information for effective intervention design and learning programs (Istiarsyah, 2019;Ningtyas, 2020). Practical training in behavior management implementation includes positive reinforcement approaches, environmental arrangement techniques, effective classroom management, and impulse control strategies (Markaki et al, 2021), as teachers must be able to use appropriate assessment systems for curriculum modifications to measure children's performance including attitudes, written assessments, assignment assessments, and performance assessments.…”

Evaluasi Pelaksanaan Akomodasi Kurikulum untuk Peserta Didik dengan Hambatan Penglihatan pada Pelajaran Sosiologi

“…Selain meningkatkan kepercayaan diri dan kemampuan guru pada praktik pendidikan inklusif, pelatihan guru pendidikan inklusif juga meningkatkan efektivitas penerapan praktik pendidikan inklusif di kelas. Para guru yang telah menjalani pelatihan dan praktik untuk menangani siswa berkebutuhan khusus menunjukkan sikap lebih positif untuk menerima pendidikan inklusif dibandingkan guru yang tidak menerima pelatihan tersebut (Istiarsyah, 2019).…”

Improving Disaster Preparedness Services for People with Disabilities

“…Besides that, the lack of involvement of special schools in planning and developing policies of disaster preparedness risks causes failure and discrimination in providing the aid they need (Stough & Kelman, 2018); even a developed country like Australia confronted such issue (Boon et al, 2014). Not only is improving quality of human resources in pedagogical contexts at schools important (Istiarsyah et al, 2019), yet the collaboration to improve their professionalism in emergency response and management and plans for school-based disaster response and recovery, especially for students with special needs, as is the case in Pakistan (Shah et al, 2020).…”