Teachers’ understanding on inclusive science education: Teachers’ understanding on inclusive science education for students with disabilities: Stories from Indonesia

Abstract

Discourses among scholars are taking place to determine the most appropriate definition of inclusive education in developing countries, including Indonesia. This paper discusses how teachers in Schools Providing Inclusive Education (SPIE) in Indonesia understand the genuine concept of inclusive education and practice it into daily basis science teaching and learning. A qualitative case study was applied and thirteen teachers from three SPIE in the Province of Daerah Istimewa Yogyakarta were selected purposively to share their thought and understanding towards the meaning of inclusive science education through semi-structured interviews. Data collected were analyzed using descriptive phenomenology approach of Giorgi's Method. Participants asserted that inclusion in science education means placing students with disabilities (SWD) in science classroom to be educated together with their peers, against the discrimination, with minimal understanding of ensuring SWD can access and participate to science learning. A clear commitment to inclusion has been indicated by all participants, however challenges and benefits of inclusion continue to arise, either for school's stakeholders and students (with and without disabilities). The findings also indicate the related policy initiative must be reviewed in order to be able to implement and align with the Indonesian inclusive education agenda.