Nur Azizah, Mumpuniarti, Sari Rudiyati, David Evans
Pedagogical competency is one of four competencies that all teachers need to be proficient within the Indonesian National Teaching Standards. Yet, there is limited understanding of how these competencies relate to inclusive education practice. This study used a combination of survey and interview data to explore the pedagogical skills of elementary teachers working in inclusive schools. Survey data showed that teachers utilized a range of accommodations and modifications within their classrooms to assist them to be inclusive of all students. These accommodations and modifications were often associated with support from other persons (e.g., shadow teacher, parents, peers). While teachers expressed frustration with the learning of students, interview data found that teacher frustration was more about their perceived inability to meet the needs of students. Directions for on-going work to investigate and enhance teacher pedagogical competence within the context of inclusive education Indonesia are discussed. © 2024, Institute of Advanced Engineering and Science. All rights reserved.
Department of Special Education, Faculty of Education and Psychology, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Sydney School of Education and Social Works, Faculty of Arts and Social Science, The University of Sydney, Sydney, Australia
