Challenges Faced By Teachers And Limitations Of The Support System In The Implementation Of Inclusive Learning In Year 5 At SDN 2 Sananwetan

Dhiya Nasywa, Surayanah Surayanah, Elen Kustiawardani, Anggun Adinda Azizah

Abstract


The implementation of inclusive education in primary schools requires teachers to be well-prepared and a support system capable of accommodating the diverse needs of pupils. This study aims to analyse the challenges faced by teachers and the limitations of the support system in the implementation of inclusive education in Year 5 at SDN 2 Sananwetan. The study employed a descriptive qualitative approach. The main informants for the study were the Year 5 teachers, whilst the circumstances of pupils with special educational needs and their interactions with mainstream pupils were observed during the learning process. Data were collected through observation, in-depth interviews and documentation. Data validity was checked through triangulation of methods, whilst the data were analysed thematically through a process of data organisation, coding, theme grouping, interpretation and drawing of conclusions. The research findings indicate that the implementation of inclusive education faces challenges in two main dimensions: the pedagogical dimension and the support system dimension. In the pedagogical dimension, teachers experienced difficulties in identifying the academic abilities of pupils with special educational needs who demonstrated limited participation in academic activities, and were not yet optimally implementing differentiated instruction tailored to pupils’ individual needs. In terms of the support system, schools face limitations in teacher training, a lack of Special Needs Support Teachers (GPK), limited continuity of professional support services, and families’ financial constraints in providing additional support. Nevertheless, the classroom social environment is positive, as mainstream pupils are supportive and no evidence of bullying was found based on observations and informant accounts. These findings suggest that positive social acceptance needs to be reinforced through improved teacher competence, adaptive teaching, and a sustainable system of professional support services so that inclusive education can better accommodate the needs of all pupils

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