The Indonesia government since 2010 emphasize that education units are obliged to provide educational services and access to prospective students, regardless of religious background, ethnicity, gender, social status, economic ability, and special education needs. However, there are many challenges in practical level especially faced by teachers of early childhood education (ECE). This research aims to explore ECE teachers’ challenges in practicing IE and to identify the support needed to achieve IE goals. This research addressed the following research questions: (1) to what extent the IE has been implemented? (2) what difficulties are faced in implementing IE? (3) what supports are needed by teachers? Ten ECE teachers who have selected by school principle based on their experience in assisting students with special needs were involved in Focus Group Discussion. Thematic analysis method was used to find patterns from FGD data. The findings have revealed that all of participants reported that the schools should not reject prospective students regardless. This condition is not in accordance with school readiness that teachers are still lack in guidance and competence in practicing IE to children with special needs. Thus, teachers need sustainable education to enhance their teaching skills to provide appropriate IE practices. This research will guide to a further research in exploring possible sustainable education design to support IE teacher’s competency needs.

Authors:
Intan Puspitasari, Universitas Ahmad Dahlan, Indonesia
Ega Asnatasia Maharani, Universitas Ahmad Dahlan, Indonesia
Nurul Hidayati Rofiah, Universitas Ahmad Dahlan, Indonesia
Riana Mashar, Universitas Ahmad Dahlan, Indonesia

About the Presenter(s)
I am a lecturer in study program of early childhood education of Universitas Ahmad Dahlan. Recently I lead a research in inclusive education digital module development for early childhood preservice teachers.

See this presentation on the full schedule – Thursday Schedule

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