| Summary: | Frankel states that key factor determining the success of inclusive educational
practice lies in the teachers ability to develop course design for diverse students
in the class (in Widyawati, 2008). Teachers should be able to acknowledge each
students characteristics and construct meaningful course design that meets the
needs of the students (Morrison, Ross, and Kemp, 2004). The Indonesian
Ministry of Education has conducted a number of trainings on inclusive
education to increase teachers capacity to design courses in inclusive class, but
these trainings are far from adequate (Sunanto, 2008
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