期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2021
卷号：13
期号：1
页码：9-19
DOI：10.9756/INT-JECSE/V13I1.211002
出版社：International Journal of Early Childhood Special Education
摘要：This study aims to describe regulations and identify school readiness and aspirations of teachers for the progress of organizing inclusive schools. This research is qualitative research with a phenomenological approach. The research informants were 16 teachers consisting of 9 subject teachers in inclusive schools and 7 Special Companion Teachers (GPK). Data collection methods used were in-depth interviews and observations. The process of data analysis is data reduction, identifying themes, mapping interrelationships between themes, and concluding findings. The conclusions of this study are (1) a common problem that occurs in inclusive schools is that the role of the teacher is not yet optimal. This is due to the system and competence, the culture of citizens in several schools that have not yet been developed, and the school still does not optimally facilitate the talents of students with disabilities. (2) Government participation is needed in providing various regulations related to GPK recruitment rules, increasing teacher competence and inclusive school management, providing facilities, and building synergies with various stakeholders so that the implementation of the learning process in inclusive schools is better.
