Inclusive Education in Indonesia: Teachers’ Perceptions
SOWIYAH1, RYZAL PERDANA1
1Postgraduate Program in Educational Management
University of Lampung
Jl. Prof. Dr. Ir. Soemantri Brojonegoro 1, Bandar Lampung, Lampung 35141
INDONESIA
Abstract: - In recent years, extensive research has been conducted on the management of inclusive education.
Globally, ensuring equal educational opportunity for all continues to be a significant challenge, and inclusive
education continues to be a complex issue. In regard to inclusive education, teachers’ perception, to our
knowledge, is surprisingly understudied in the Indonesian context. Therefore, this paper aimed to investigate
teachers’ perceptions of inclusive education in Indonesia. This study, which enrolled a total of 157 teachers as
research subjects, adopted a quantitative approach and collected data via a questionnaire. The collected data
were descriptively analysed through descriptive statistics, which was performed using IBM SPSS Statistics
Version 25 for Windows, summarising responses of participants to the questionnaire items. The findings
indicate that this current study has finally unravelled teachers’ perceptions of inclusive education in Indonesia.
They have a positive perception of inclusive education regardless of their demographic backgrounds. The
findings also imply that it is crucial to continue and expand teacher education as inclusive education is still in
its infancy. Professional development for teachers to improve their knowledge of inclusive education,
benefiting all students, is required. Suggestions with recommendations for future research are also discussed.
Key-Words: - inclusive education, teachers’ perceptions, education, management, qualitative approach,
educational development
Received: May 10, 2021. Revised: November 7, 2021. Accepted: December 2, 2021. Published: January 3, 2022.
1 Introduction
In recent years, extensive research has been
conducted on the management of inclusive
education. This type of education for children with
disabilities is frequently overlooked in
policymaking; their educational opportunities and
engagement in political, economic, and social life
are limited [1], whereas inclusion and equity are
the basis for high-quality education as emphasised
in Sustainable Development Goal 4 on Education
and the Education 2030 Framework for Action [2].
As a result, ensuring that everyone has an equal
opportunity for educational advancement continues
to be a significant challenge on a global scale.
Thus, inclusive education continues to be a
complex issue [3].
Inclusion has become an educational practice
across many countries [3]; while pressures from
within schools, teaching associations, and
communities typically contribute to each school's
unique path, educational systems are under
tremendous pressure to adopt an inclusive approach
[4]. It is reported that inclusive education has
influenced policy, research, and practice, leading to
global debates on inclusive education with varied
interpretations, definitions, and reactions [5].
Politicians now emphasise their commitment to
social justice and inclusion [6]. In Indonesia,
inclusive education is regulated in Act No. 20 of
2003 about national education and Act No. 8 of
2014 about people with disabilities. Children with
disabilities can attend conventional or special
schools, according to the regulations. It means that
under the laws, parents of children with disabilities
are granted the authority to choose the best school
for their children [7].
In addition, it is reported that the existing
findings in the literature show that the majority of
research with a closer look at inclusive education
focus on specific groups of students and that just a
tiny percentage use collaborative, transformative
approaches [8]. Inclusive changes are feasible, and
that there may be particular methods in which these
changes might be fostered. Encouragement of
innovations may be a crucial complement to the
radical critique of current educational policies that
have been ongoing [9]. Incorporating teacher
voices into the policymaking process can
considerably aid adolescents in achieving academic
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success and better adapting to modern community
living [10]. However, only about a third of
educators in general education believed they were
prepared to teach inclusively (Scruggs and
Mastropieri, 1996 as cited in [11].
Teachers' attitudes toward inclusive education in
Taiwanese elementary schools were reported to be
in the middle of the spectrum, neither strongly
negative nor strongly positive. Two factors related
to their current teaching situation (at least one
disabled student in their classrooms and school
size) were discovered to have a significant impact
on their perceptions, with the former being positive
and the latter being negative [11]. According to
other studies, teachers' perceptions of inclusion
vary, with some seeing it positively and others
negatively [12], [13]. In Malaysia, teachers'
attitudes toward the concept of inclusion remain
largely positive [14].
Given the importance of perception, which is
often referred to by a different name in the
literature, such as attitude and perspective [15], in
light of the current state of education, the positive
perceptions of general education educators were
attributed to acquiring consultation assistance from
special educators (Olson, Chalmers, and Hoover,
1997 as cited in [11]. Class size and the number of
students with disabilities in the classroom also
influenced teachers' views on inclusive education
[11], [16]. Thus, in regard to inclusive education,
the topic under investigation, to our knowledge, is
surprisingly understudied in the Indonesian context.
Therefore, the aim of this paper was to investigate
teachers’ perceptions of inclusive education in
Indonesia.
2 Literature Review
2.1 What is Inclusive Education?
The primary principle of inclusive education is that
all children should learn together and aim to
eliminate "all impediments to school enrolment and
achievement" [17], emphasising the importance of
recognising and respecting differences in ability,
culture, gender, language, social status, and ethnic
origin [18]. The literature emphasises the concept
of ‘inclusive education,' which goes beyond
educational policy to ensure that students have
access to an education that is appropriate for their
needs and abilities [19]–[21].
Inclusive pedagogy is a transformative approach
to personal characteristics, emphasising that
inclusive education seems to have the ability to
reduce social inequality and make a contribution to
a democratic society [22]. As a result, inclusive
education is a platform for democratic development
since it protects the concept of diversity and
individual distinctions as natural characteristics of
human variation [22], [23]. In an ideal world, there
should be no barriers to learning or citizenship for
persons who are labelled as having "disabilities."
People with impairments, on the other hand, do
have boundaries, which vary depending on where
they live [21].
2.2 Teachers’ Perceptions of Inclusive
Education
Perception, more particularly teachers’ perception,
plays an important role in inclusive education. [11]
who conducted a survey among a total of 484
teachers in elementary schools in Taiwan found
that Teachers' attitudes toward inclusive education
were ambiguous, ranging from strongly negative to
strongly positive. Two variables related to the
teachers' current teaching situation were found to
have a significant effect on their perceptions (with
at least one student with disabilities in their
classrooms and size of the school) with the former
being favourable and the latter being negative.
[12] who carried out case studies among 12
parents and 12 teachers in two schools in
Zimbabwe stated that for various reasons,
respondents' perspectives of inclusive education are
divided into three primary categories, including
favourable, mixed, and unfavourable perceptions.
Other studies report that teachers’ perceptions of
inclusion vary, with some of them perceiving
positively and others negatively [12], [13]. In
Malaysia, it is reported that teachers' perceptions
toward the notion of inclusion remain mostly
positive [14].
3 Methods
3.1 Participants and Setting
A total of 157 teachers from primary and secondary
schools in Lampung were recruited as research
participants. Their demographic information was
categorised into several characteristics, including
sex, teaching at what education level, length of
teaching experience, ever taught in special
education, having students with disabilities, special
education training, having students with disabilities
currently, classroom size, school size, and special
education classroom following what was stated by
[11]. Table 1 below illustrates the participants’
characteristics more clearly.
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Table 1. Participants' demographic information (N = 157)
Characteristics
n
%
Sex
Male
38
24.2
Female
119
75.8
Teaching at
Junior high school
66
42
Senior high school
91
58
Length of teaching experience (years)
<10
22
14
10–19
76
48.4
≥20
59
37.6
Having teaching experience in special education
Yes
4
2.5
No
153
97.5
Having students with disabilities (in the past five years)
Yes
24
15.3
No
133
84.7
Having attended a special education workshop/training
Yes
4
2.5
No
153
97.5
Having students with disabilities in the present
Yes
5
3.2
No
152
96.8
Classroom size (number of students in a classroom)
26–30 (small)
34
21.7
31–35 (medium)
118
75.2
>35 (large)
5
3.2
School size (number of classrooms)
≤25 (non-large)
115
73.2
>25 (large)
42
26.8
Having a classroom for special education at your current school
Yes
0
0
No
157
100
Table 1 above illustrates the participants’
demographic information. It can be seen that most
of the participants were female with a total of
75.8%, and the rest were male, with a total of
24.2%. More than half of them taught at senior
high schools, with the majority of them having a
teaching experience of 10 – 19 years. Nearly all of
them had never taught in special education
(97.5%), with a total of 15.3% of them having
students with disabilities in the past five years.
Only a tiny number of them had attended special
education training (2.5%) and had students with
disabilities currently (3.2%). Most of them had a
medium-size classroom and a non-large school
size, 75.2% and 73.2% respectively, with no
special education classroom at their current
schools.
3.2 Instruments
Investigating participants’ perceptions of inclusive
education, this study adopted a questionnaire
developed by [11] consisting of 20 items. The
questionnaire was developed based on the
constructs existing in the literature, including
[11]“feelings about inclusion, reactions to inclusive
programs, willingness to engage in inclusion, the
effect of inclusion on teaching and students,
collaboration among teachers, and implementation
concerns, e.g., need for supports and resources”
[11, p. 76]. Thus, this measure was shown to be
reliable and valid because it was used to investigate
perceptions of inclusive education in previous
studies (see [11]. However, before distribution, we
also conducted validity and reliability testing to
ensure that the items were acceptable in length and
intelligible [24]. Each item in the questionnaire was
suitably structured to fulfil the research goals [25].
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Finally, participants completed a four-point Likert
type scale consisting of twenty closed-ended items
ranging from 1 to 4 (strongly disagree – strongly
agree). In June 2021, the survey was distributed
electronically using a free survey tool, Google
Form.
3.3 Data Analysis
The collected data were quantitatively analysed
using descriptive statistics in IBM SPSS Statistics
Version 25 for Windows, summarising responses
of participants to the questionnaire items (total
mean score M>3.5: High, M≥3 – 3.5: Medium,
M<3: Low). The findings were then presented in a
descriptive manner and interpreted to be both
understandable and practical [26].
4 Results
With regard to teachers’ perceptions of inclusive
education in Indonesia, their questionnaire
responses were analysed using descriptive statistics
(mean and standard deviation) as shown in Table 2
as follows.
Table 2. Means and standard deviation of participants’ perceptions of inclusive education (N = 157)
Item description
N
Mean
Std.
Deviation
Inclusion is a good idea
157
3.29
.811
The advantages of implementing inclusive education
outnumber the disadvantages
157
3.10
.769
Participating in inclusive education is a beneficial
experience for all pupils
157
3.22
.713
Inclusive education gives students with and without
disabilities equal access to learning opportunities
157
3.29
.698
Inclusion provides better role models for pupils with
disabilities
157
3.31
.695
In my class, inclusion would be beneficial
157
2.84
.738
As a result of the inclusion, I love teaching more
157
2.73
.756
I have always had the time to effectively implement
inclusion
157
2.68
.698
I am given the resources I need to fully execute
inclusion
157
2.60
.800
I have received the necessary training to successfully
implement inclusion.
157
2.80
.838
At the primary or secondary educational institutions,
inclusive education is not acceptable
157
2.13
.825
Inclusion is challenging to accomplish in the existing
academic curriculum
157
2.78
.713
In regular classrooms, special education and regular
education teachers should cooperate with each other to
help children with disabilities
157
3.22
.745
As a result of my inclusion, I perform in a lower-level
position
157
2.76
.571
Working on a collaborative team has benefited me both
professionally and personally
157
3.032
.6447
My school is doing a great job with the inclusion
157
2.52
.573
In my school, I have been adequately engaged in the
inclusion process
157
2.516
.6161
After this year, I would like to educate in an inclusive
class
157
2.54
.675
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I would like to participate in in-service training or
workshop to increase my knowledge and expertise in
teaching children with disabilities
157
2.87
.777
I find it hard to adapt a teaching style to accommodate
the requirements of pupils with disabilities
157
2.60
.741
*Scores of Items 11, 12, 14, and 20 are reversed
Table 2 above illustrates that seven of the 20
items in the questionnaire fall into the medium
means category (M≥3 – 3.5). In contrast, the other
items fall into the low means category, implying
that they become the least prevalent perception,
except Items 11, 12, 14, and 20, of which the
meanings of these four items are reversed. In order
to ascertain participants' perceptions of inclusive
education in Indonesia, their questionnaire
responses were also analysed using descriptive
statistics to determine the percentage of responses
for each item, as shown in Table 3 as follows.
Table 3. The participants’ perceptions of inclusive education (N = 157)
No.
Statement
Response
SD
D
A
SA
1
Inclusion is a good idea
7
(4.5%)
14
(8.9%)
62
(39.5%)
74
(47.1%)
2
The advantages of implementing
inclusive education outnumber the
disadvantages
4
(2.5%)
27
(17.2%)
75
(47.8%)
51
(32.5%)
3
Participating in inclusive education is a
beneficial experience for all pupils
2
(1.3%)
20
(12.7%)
76
(48.4%)
59
(37.6%)
4
Inclusive education gives students with
and without disabilities equal access to
learning opportunities
2
(1.3%)
16
(10.2%)
74
(47.1%)
65
(41.4%)
5
Inclusion provides better role models for
pupils with disabilities
2
(1.3%)
15
(9.6%)
73
(46.5%)
67
(42.7%)
6
In my class, inclusion would be
beneficial
7
(4.5%)
36
(22.9%)
89
(56.7%)
25
(15.9%)
7
As a result of inclusion, I love teaching
more
9
(5.7%)
45
(28.7%)
83
(52.9%)
20
(12.7%)
8
I have always had the time to effectively
implement inclusion
7
(4.5%)
50
(31.8%)
86
(54.8%)
14
(8.9%)
9
I am given the resources I need to fully
execute inclusion
12
(7.6%)
58
(36.9%)
68
(43.3%)
19
(12.1%)
10
I have received the necessary training to
successfully implement inclusion.
12
(7.6%)
38
(24.2%)
77
(49%)
30
(19.1%)
11*
At the primary or secondary educational
institutions, inclusive education is not
acceptable
37
(23.6%)
69
(43.9%)
44
(28%)
7
(4.5%)
12*
Inclusion is challenging to accomplish in
the existing academic curriculum
4
(2.5%)
49
(31.2%)
82
(52.5%)
22
(14%)
13
In regular classrooms, special education
and regular education teachers should
cooperate with each other to help
children with disabilities
2
(1.3%)
24
(15.3%)
69
(43.9%)
62
(39.5%)
14*
As a result of my inclusion, I perform in
a lower-level position
2
(1.3%)
43
(27.4%)
103
(65.6%)
9
(5.7%)
15
Working on a collaborative team has
benefited me both professionally and
personally
0
(0%)
30
(19.1%)
92
(58.6%)
35
(22.3%)
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16
My school is doing a great job with
inclusion
2
(1.3%)
76
(48.4%)
75
(47.8%)
4
(2.5%)
17
In my school, I have been adequately
engaged in the inclusion process
4
(2.5%)
74
(47.1%)
73
(46.5%)
6
(3.8%)
18
After this year, I would like to educate in
an inclusive class
11
(7%)
56
(35.7%)
85
(54.1%)
5
(3.2%)
19
I would like to participate in in-service
training or workshop to increase my
knowledge and expertise in teaching
children with disabilities
6
(3.8%)
41
(26.1%)
78
(49.7%)
32
(20.4%)
20*
I find it hard to adapt a teaching style to
accommodate the requirements of pupils
with disabilities
10
(6.4%)
57
(36.3%)
76
(48.4%)
14
(8.9%)
SD: Strongly Disagree, D: Disagree, A: Agree, SA: Strongly Agree
*Scores of Items 11, 12, 14, and 20 are reversed
Table 3 gives information about the
participants’ perceptions of inclusive education. It
is apparent that most of them positively respond to
the statements measuring their perceptions of
inclusive education. They agree and strongly agree
with the idea of inclusion (39.5% and 47.1%,
respectively) since they believe that the strengths of
the implementation of inclusive education
outweigh the weaknesses, 47.8% and 32.5%,
respectively.
They also believe that students can gain
valuable experience from the inclusive education
experience, with a total of 48.4% agreeing and
37.6% strongly agreeing since it provides
educational opportunities to all students, whether
they have or do not have disabilities, as perceived
by the majority of the participants. They agree and
strongly agree that students with disabilities can
gain positive role models from the inclusion, 46.5%
and 42.7%, respectively. Most of them also agree
and strongly agree that inclusion can work well in
their classes (56.7% and 15.9% respectively), with
their agreement and strong agreement with more
teaching loads due to inclusion (53% and 12.1%
respectively) and time management (54.8% and
8.9%, respectively).
An almost similar pattern also applies in other
statements. They agree and strongly agree that they
have received necessary resources (43.3% and
12.1%, respectively) and training for the successful
implementation of inclusion (49% and 19.1%,
respectively). Therefore, they disagree (43.9%) and
strongly disagree (23.6%) that inclusion is
inappropriate, although they think it is hard to
implement inclusion due to the current curriculum.
They agree, and they agree strongly, that all
teachers should be willing to collaborate in the
general education classroom to educate students
with disabilities, 43.9% and 39.5%, respectively.
They can derive both personal and professional
benefits from working together. More than 70% of
them believe that they are willing to perform a
subordinate role in inclusive education.
More than half of them also have reverse
responses when responding to the statements that
their school implement inclusion well and They
have been sufficiently involved in their school's
inclusion process. The majority of them agree that
they would like to teach an inclusion class and are
very enthusiastic about it and attend in-service
workshops on managing inclusion. At the current
time, they agree and strongly agree they find it
difficult to implement appropriate teaching styles to
fulfil the needs of students with disabilities, 48.4%
and 8.9%, respectively.
5 Discussion
The findings in the current study indicate that the
participants under investigation positively perceive
that inclusion is a good idea. The advantages of
implementing inclusive education outnumber the
disadvantages. Students with and without
disabilities benefit from inclusive education
because it provides equal access to educational
opportunities. Inclusion provides more positive role
models for students with disabilities. They also
believe that special education and general
education teachers should work together to help
disabled children in regular classrooms. Working
as a collaborative team can benefit them
professionally and personally.
Additionally, as evidenced by Items 11, 12, 14,
and 20, participants disagree with the statement that
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inclusive education is incompatible with primary or
secondary educational institutions. They refute the
assertion that inclusion is difficult to achieve within
the existing academic curriculum. In other words,
they do not agree that their inclusion requires them
to perform at a lower level. Thus, it is not difficult
for them to adapt a teaching style to meet the needs
of students with disabilities. The findings are in
line with previous findings on teachers’
perspectives in the Bhutanese context [27], in
Zimbabwe [11], in Malaysia [28], and other
settings (see, among others, [29]–[32].
Thus, the participants under investigation have a
positive perception of inclusive education [14],
[33]. As it is reported in the literature that one of
the most important factors influencing the success
of inclusive education is positive perception [11],
[34], [35] since the positive perception has a
positive impact on classroom practices [36], [37].
The other findings of this study are also in line with
other previous findings. All students can derive
benefits of inclusive education [11], [35], with this
in mind implying support for inclusive education
[11].
Despite the fact that the majority of those polled
support inclusive education initiatives in principle,
they imply a number of obstacles that must be
overcome [21], [38]–[40]. The supporting
resources, e.g. staff members, training, and
teachers’ collaboration (see, among others, [11],
[41]–[43], really are essential to inclusive
education and the participants in this study pay
careful attention to them, believing that they play a
significant role for supporting inclusive education.
In addition, training for teachers also plays an
important role in inclusive education, as has been
found by [40], [44].
Although the correlation of participants’
demographic backgrounds and their perceptions of
inclusive education variables have not been
statistically tested, it is apparent that their
demographic information is not related to their
perceptions of inclusive education [11]. In other
words, the length of teaching experience, the
experience of teaching in special education, special
education training, and the availability of special
education classrooms in their schools do not likely
seem to impact the participants’ perceptions of
inclusive education negatively. The previous
studies that have statistically proved this report that
the length of teaching experience, the experience of
teaching in special education, and special education
training have a significant correlation with their
research participants’ perceptions of inclusive
education (see, among others, [35], [41]–[43].
Therefore, in line with what has been found by
[16], the findings in this current study imply and
suggest that the implementation of inclusive
education is still in its early stages and is
problematic, emphasising the importance of
continuing and expanding teacher education.
Teachers can enhance their competence and
knowledge of inclusive education through
professional development, which benefits all
students in the classroom.
6 Conclusion
Based on the findings and discussion above, this
current study has finally unravelled teachers’
perceptions of inclusive education in Indonesia.
They have a positive perception of inclusive
education regardless of their demographic
backgrounds. The findings also imply that it is
crucial to continue and expand teacher education as
inclusive education is still in its infancy. Teachers'
professional development can help them gain a
better understanding of inclusive education
strategies, which will benefit all students.
Therefore, the findings of this study have
several implications. We believe that we all agree
that there is still much work to attain the objective
of equity and suitable education for all [16].
Reform efforts should be bolstered in order to
support a more equitable educational system,
including improved training and support for
inclusive teachers and schools [39], [45], although
barriers continue to exist [21], [46], [47]. Future
public policies should look into how schools are
structured and organised when providing education
to students with disabilities [21]. Teachers should
be provided with adequate resources, e.g.,
professional training in how to effectively educate
students with disabilities, plan a special
instructional design, to prepare them for inclusive
education [37], [48].
However, this study is also with its limitations.
Due to its limited number of participants
participating in the current study, we have
cautiously assumed the phenomenon we were
looking into. We have at least provided insight into
a relatively complete picture of inclusive education
in the Indonesian context. Therefore, future studies
should utilise more instruments for data collection
with more sophisticated data analyses, using either
quantitative, qualitative, or mixed-methods
approach and involving more stakeholders as key
participants, e.g. parents, teachers, students, and
governments. The current study and other previous
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studies have focused on teachers’ perceptions of
inclusive education (see, among others, [11], [13],
[14], [33], [37], [48]–[51], future research should
be focused on classroom practices to get more valid
empirical evidence. In so doing, it is believed we
would be able to gain more valid and reliable
findings and conclusions.
Conflict of Interest:
The authors declare that there is no conflict of
interest.
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Contribution of Individual Authors to the
Creation of a Scientific Article
(Ghostwriting Policy)
The presented concept was conceived by Sowiyah
and Ryzal Perdana. Sowiyah conceptualised and
carried out the computations. Ryzal Perdana
verified the analytical procedures. Sowiyah and
Ryzal Perdana discussed the findings and
collaborated on the final manuscript.
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