TEACHERS’ PERCEPTIONS OF INCLUSIVE EDUCATION IN INDONESIA

Abstract

This study aims to explore elementary school teachers’ perceptions of the implementation of inclusive education in Indonesia and the factors that influence their views in teaching practice. A qualitative approach was employed using a descriptive method through in-depth interviews with several teachers from regular elementary schools that have implemented inclusive education policies. The data were analyzed thematically to identify patterns of perception and emerging challenges. The results indicate that teachers hold positive views toward inclusive values, particularly in providing equal learning opportunities for all students. However, most teachers acknowledged limitations in practical implementation, such as a lack of professional training, insufficient supporting facilities, and the absence of competent special education assistants. Teachers’ perceptions were also influenced by personal experience, moral values, and school culture, which are not yet fully adaptive to the needs of students with special needs. In conclusion, inclusive education in Indonesia still faces structural and cultural challenges that must be addressed through capacity building for teachers, institutional support, and education policies that are more responsive to student diversity.