The Needs Analysis of Increasing Teachers' Pedagogical Competences of Inclusive Education

摘要

Teachers in regular schools have general competencies and knowledge of teaching, but they do not master the specific competencies to teach students with special needs. In order to work in a classroom that implements inclusive education, teachers need to know the specific characteristics of the students' conditions, teaching strategies and competence development of learners to create a positive environment for learning. The purpose of this study was to identify problems faced by teachers, problem-solving, challenges and expectations in the implementation of learning in the inclusive class setting. Survey method with an open questionnaire instrument was used to collect the data. There were 83 primary school teachers of inclusive education in Yogyakarta participated in this study. Purposive random sampling was used to determine the participant. The study asked some common questions like age, gender, level of education and experience of working in schools with an inclusive classroom setting. Other questions were about teachers' expectations, barriers in teaching in inclusive settings, the capacity of inclusive education implementation, training topics, things and services needed by teachers and schools. The result of this study indicates that 90% of 83 teachers experienced problems in managing an inclusive classroom setting. Qualitatively, teachers need to increase their pedagogical competencies because 83 respondents experienced problems in understanding learners especially students with special needs, making a lesson plan, learning management, evaluation or assessment which suitable with the inclusive setting.