Teachers’ Attitude and Expectation on Inclusive Education for Children with Disability: A Frontier Study in Semarang, Central Java, Indonesia
Background: Inclusion becomes not only one of the main topics in educational equity in Indonesia but also worldwide. In particular, Indonesian ministry of education’s regulation number 70 in 2009 has provided policies on inclusive education. Semarang city now still fights its way to become a friendly city for children with disability. Teachers play irreplaceable role in the implementation of inclusive policies. Method: This study aimed to examine the relationship between teaching experience, type of disability suffered by the children, training experience and teachers’ attitude and expectation on inclusive education. A total number of 81 teachers from elementary regular/public schools in Semarang became the subjects of this research. Data were collected using attitude towards inclusion scale (n = 29 items, α = .955) and expectation scale (n = 22 items, α = .919). Result: The results showed that teachers’ attitudes and expectations towards inclusion were not influenced by teaching experience (F = 1.918, p =. 154). Similarly, results also showed that neither teachers’ attitude nor expectation were correlated with the type of disability suffered by students in the classroom (F = 1.032, p = .420). On the other hand, teachers’ attitude and expectations were more influenced by the teachers’ training experience (F = 3.471, p = .036). Conclusion: Training experience was the most important things to build positive attitude on inclusive education for children with disability.
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Document Type: Research Article
Affiliations: Faculty of Psychology, Diponegoro University
Publication date: April 1, 2017
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