Inclusive School Policies: A Literature Study of Implementation Dilemmas

Abstract

This paper aims to examine the dilemma of implementing inclusive school policies. The method used is literature study. The inclusive school policy is a noble vision based on social justice. Even though many obstacles were found in its implementation, it is only fitting that stakeholders, in this case the government, take on a complex role in order to achieve optimal service in policy implementation. The government in this case takes the most important part in increasing the competence of teaching teachers in inclusive schools. Apart from considering competence, it is appropriate to consider support for teachers, both teaching and emotional support in order to optimize the implementation of inclusive education policies in schools, so that teachers can be confident and carry out broader exploration of teaching practices in inclusive classes. In the end, justice in access to education for all Indonesian people can be realized optimally.

Perceived Organizational Support in Special Needs Education Teachers

“…Hence, in practical application, the roles and obligations of special education teachers encompass distinct tasks compared to those of general education teachers [11]. The realization of the ideal inclusive education requires the cooperation of all stakeholders [6].…”

“…Self-efficacy teachers' is lowered as a result of factors such working multiple jobs, dealing with procedural uncertainty, and paying insufficient attention to welfare [6][7][8][9][10][11].…”