Pedagogic Mapping of Teacher Competence in Inclusive Schools

Abstract

The rapid movement of inclusive education has changed the demand of competence in inclusive schools. This
research was a survey on mapping teachers’ pedagogic competence on educational service for children with
special needs in inclusive schools.  This research aims to (1) to identify the degree of teachers’ knowledge on
educational services for children with special needs, (2) to measure the degree teachers’ skill on teaching
children with special needs in inclusive schools. This research involved 50 teachers in elementary schools
implementing inclusive education in the District of Solo Raya, Central Java Indonesia. The data was collected
by means of questionnaire and interview. The data was, then, analyzed by descriptive quantitative and
qualitative. The research indicated the result that (1) the teachers in inclusive schools had inadequate
knowledge on instruction for children with special needs, (2) they had limited skill on teaching children with
special needs. The research concluded that most teachers in regular schools had limited knowledge and skills.
In addition to the lack of experience in teaching children with special needs, most teachers were not
educationally qualified in special education. It is recommended that the education authority facilitates the
potential of teachers through trainings so as to improve the educational service for children included in
inclusive schools.