Classroom Teacher's Perspective on the Practice and Challenges of Inclusive Education in Inclusive Elementary Schools: A Qualitative Study

Abstract

This study discusses the perspective of classroom teachers on the implementation of inclusive education in elementary schools. This research aims to understand how teachers conduct inclusive education, identify the strategies used, and the challenges faced in the process. By using a qualitative approach through interviews and observations. This study, involving one classroom teacher named Mrs. Nova and one accompanying teacher who is teaching in third grade, observation was carried out with regular students and five students with special needs, one of whom went home due to emotional disorders. The results of the study show that teachers have implemented learning strategies that adapt to the needs of students with special needs through individual learning programs (PPI) and differentiation approaches. However, the implementation of inclusive education still faces challenges such as limited teacher competence, inadequate infrastructure, and low parental involvement. Ongoing training and support from various parties is needed to create an inclusive and sustainable learning environment.