Elementary School Teachers’ Perceptions of Public Inclusive Elementary School Readiness Formation

Rasmitadila, Rasmitadila and Tambunan, Anna Riana Suryanti and Rachmadtullah, Reza Elementary School Teachers’ Perceptions of Public Inclusive Elementary School Readiness Formation. INTERNATIONAL JOURNAL OF SPECIAL EDUCATION.

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Abstract

The purpose of this study was to explore teachers' perceptions of the level of readiness and the factors that constrain the state elementary schools to become inclusive elementary schools. This study used a quantitative approach with the type of survey research involving 115 respondent,s public elementary school teachers in the area of Bogor City and Bogor Regency, West Java, Indonesia. Selection of respondents used random multistage cluster technique. Data collection was conducted using an open questionnaire. Data were analyzed using descriptive analysis with percentages. The results of the study found that the level of readiness of public elementary schools to become inclusive elementary schools consisted of three categories: ready (20%), not ready (49.60%), unprepared (30.40%). Factors that become constraints in the formation of public elementary schools to be inclusive elementary school consist of six factors, namely: availability of supporting facilities and infrastructure (24.35%), teacher skills (23.48%), availability of special assistant teachers (20%), parents' mind set and the community (14.78%), availability of funds (9.57%), government involvement (7.82%). The establishment of a public elementary school into an inclusive elementary school is not ready to be carried out because it still encounters obstacles that must continue to be considered by the government, schools and the

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