Teacher Perceptions of University Mentoring Programs Planning for Inclusive Elementary Schools: A Case Study in Indonesia

Authors

    Rasmitadila Rasmitadila , Megan Asri Humaira , Reza Rachmadtullah , Afrida Sesrita , Sobrul Laeli , Iyon Muhdiyati , Wilis Firmansyah

Published:

2022-03-29

DOI:

https://doi.org/10.52291/ijse.2021.36.18

How to Cite

Rasmitadila, R., Humaira, M. A., Rachmadtullah, R., Sesrita, A., Laeli, S., Muhdiyati, I. ., & Firmansyah, W. (2022). Teacher Perceptions of University Mentoring Programs Planning for Inclusive Elementary Schools: A Case Study in Indonesia. International Journal of Special Education (IJSE), 36(2). https://doi.org/10.52291/ijse.2021.36.18

Abstract

One of the problems in implementing inclusive education in inclusive elementary schools in Indonesia is that there is no continuous and sustainable mentoring program from the government. This study aimed to explore the opinions of general teachers (GTs) regarding the mentoring program planning by the university that should give to inclusive elementary schools. Collected data by semi-structured interviews with forty of GTs in inclusive elementary schools. Data were analyzed using thematic analysis of qualitative data. The results found four main themes: mentoring inclusive elementary schools' completeness, mentoring inclusive classroom instructions, organizing seminars and training, and mentoring time. The mentoring program planning that the university should conduct for inclusive elementary schools in Indonesia consists of academic and non-academic aspects on a collaborative and sustainable basis. Broadly, the university must be a center for research and development resources for inclusive education that can solve implementing inclusive education at every level of education.

Keywords:

mentoring program, elementary school, inclusive education, Indonesia

Issue

Additional Files

Volume 36, Number: 2, Year 2021 of International Journal of Special Education