Indonesian Teachers’ Attitudes Toward Inclusive Education
Since the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this st...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Sciendo
2021-12-01
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| Series: | Discourse and Communication for Sustainable Education |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/dcse-2021-0014 |
| _version_ | 1817977155727917056 |
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| author | Ediyanto Ediyanto Kawai Norimune Hayashida Masashi Matsumiya Nagako Siddik Md Abu Bakor Almutairi Areej Talea |
| author_facet | Ediyanto Ediyanto Kawai Norimune Hayashida Masashi Matsumiya Nagako Siddik Md Abu Bakor Almutairi Areej Talea |
| author_sort | Ediyanto Ediyanto |
| collection | DOAJ |
| description | Since the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this study is to understand Indonesian teachers’ attitudes toward inclusive education. This study surveyed 243 Indonesian teachers using the Teacher Attitudes toward Inclusion Scale (TATIS) instrument. The findings showed that 79.4 % of Indonesian teachers held a moderate attitude toward inclusive education. In addition, the number of teachers who had a high (8.6 %) attitude toward inclusive education was less than those who held a low one (11.9 %). Moreover, there were no significant differences based on demographic data such as gender, age, province, school type, highest education, teaching experience in general education, and teaching experience in inclusive education. A significant difference was found only when the level of schools grouped the teachers: teachers who teach in secondary schools had more positive attitudes toward inclusive education than teachers who teach in primary schools. The positive attitude of teachers towards inclusive education can make them more capable of controlled learning environments. Meanwhile, to improve their attitude, a sustainable training program can be carried out. Sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence must be in line with Education for Sustainable Development (EDS). |
| first_indexed | 2024-04-13T22:12:26Z |
| format | Article |
| id | doaj.art-0a879bf99cab42998dafba302231f1e4 |
| institution | Directory Open Access Journal |
| issn | 2255-7547 |
| language | English |
| last_indexed | 2024-04-13T22:12:26Z |
| publishDate | 2021-12-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Discourse and Communication for Sustainable Education |
| spelling | doaj.art-0a879bf99cab42998dafba302231f1e42022-12-22T02:27:40ZengSciendoDiscourse and Communication for Sustainable Education2255-75472021-12-01122314410.2478/dcse-2021-0014Indonesian Teachers’ Attitudes Toward Inclusive EducationEdiyanto Ediyanto0Kawai Norimune1Hayashida Masashi2Matsumiya Nagako3Siddik Md Abu Bakor4Almutairi Areej Talea5Universitas Negeri Malang, Malang, IndonesiaHiroshima University, Hiroshima, JapanHiroshima University, Hiroshima, JapanHiroshima University, Hiroshima, JapanHiroshima University, Hiroshima, JapanKing Saud University, Riyadh, Saudi ArabiaSince the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this study is to understand Indonesian teachers’ attitudes toward inclusive education. This study surveyed 243 Indonesian teachers using the Teacher Attitudes toward Inclusion Scale (TATIS) instrument. The findings showed that 79.4 % of Indonesian teachers held a moderate attitude toward inclusive education. In addition, the number of teachers who had a high (8.6 %) attitude toward inclusive education was less than those who held a low one (11.9 %). Moreover, there were no significant differences based on demographic data such as gender, age, province, school type, highest education, teaching experience in general education, and teaching experience in inclusive education. A significant difference was found only when the level of schools grouped the teachers: teachers who teach in secondary schools had more positive attitudes toward inclusive education than teachers who teach in primary schools. The positive attitude of teachers towards inclusive education can make them more capable of controlled learning environments. Meanwhile, to improve their attitude, a sustainable training program can be carried out. Sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence must be in line with Education for Sustainable Development (EDS).https://doi.org/10.2478/dcse-2021-0014inclusive educationteacher attitudetatisindonesian teacherssustainable education |
| spellingShingle | Ediyanto Ediyanto Kawai Norimune Hayashida Masashi Matsumiya Nagako Siddik Md Abu Bakor Almutairi Areej Talea Indonesian Teachers’ Attitudes Toward Inclusive Education Discourse and Communication for Sustainable Education inclusive education teacher attitude tatis indonesian teachers sustainable education |
| title | Indonesian Teachers’ Attitudes Toward Inclusive Education |
| title_full | Indonesian Teachers’ Attitudes Toward Inclusive Education |
| title_fullStr | Indonesian Teachers’ Attitudes Toward Inclusive Education |
| title_full_unstemmed | Indonesian Teachers’ Attitudes Toward Inclusive Education |
| title_short | Indonesian Teachers’ Attitudes Toward Inclusive Education |
| title_sort | indonesian teachers attitudes toward inclusive education |
| topic | inclusive education teacher attitude tatis indonesian teachers sustainable education |
| url | https://doi.org/10.2478/dcse-2021-0014 |
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