Analysis of Teachers' Preparedness in Facing Inclusion Program in Elementary Schools in Tarakan City

Abstract

The readiness of elementary school teachers in Tarakan City to face inclusive education programs is crucial. Directives from the Ministry of Education and Culture emphasize the local government's commitment to improving educational services for children with special needs, through both Special Schools (SLB) and inclusive schools, as stipulated by National Education Ministry Regulation Number 70 of 2009. However, teachers' perspectives on children with special needs in regular classrooms remain less supportive due to insufficient understanding, basic knowledge, skills, and experience in educating them. This study aims to explore the preparedness of elementary school teachers in Tarakan City towards inclusive programs. Through this research, it is expected to provide an overview of how ready these teachers are to implement inclusive education. This study emphasizes the importance of teachers' attitudes in inclusive education, encompassing their thoughts, feelings, and behaviors towards inclusion. Previous research has shown a positive shift in teachers' attitudes towards inclusion, which supports the success of inclusive education