UNDERSTANDING OF PAUD TEACHER ON INCLUSION EDUCATION IN PONDOKSALAM DISTRICT, PURWAKARTA DISTRICT

Abstract

The implementation of inclusive education requires institutions to adapt to the curriculum, resources and learning. The human resources in question are the quality of early childhood teachers in understanding inclusive education. The purpose of this research is to explore how teachers understand inclusive education and how teachers perceive inclusive education who have an understanding of inclusive education logically. The method in this study was carried out using descriptive qualitative methods by collecting interview data, observation and documentation. Collecting theoretical study data using books and other sources related to this material. Respondents in this study were three school principals and seven early childhood teachers at three raudathul athfal (RA) institutions located in Pondoksalam sub-district, Purwakarta district. The results of this study indicate that the understanding of early childhood teachers in Pondoksalam subdistrict has not fully understood inclusive education in depth. The factors that influence teachers' understanding of inclusive education are first, teacher factors consisting of teacher background, views on children with special needs, type of teacher, class level, teacher beliefs, socio-political views, and teacher empathy. Second, the experience factor which consists of experience teaching children with special needs and experience of contact with children with special needs. Third, the knowledge factor which consists of the level of teacher education, training, knowledge, and teacher learning needs. Fourth, educational environmental factors consisting of resource support, parental and family support, and the school system.