Readiness of Elementary School Teachers in Implementing the Inclusive School Program in Jepara Regency

Abstract

The inclusion education program is a way to achieve the educational goal of learning to live together for all parties, including children with special needs. This study aims to determine the level of teacher readiness in the implementation of the inclusion school program in Jepara Regency in 11 regular elementary school candidates who have been appointed. The research method used is a survey with a quantitative descriptive approach. The primary data source was the result of an online questionnaire distributed to 16 respondents. The results showed that 97.9% of the respondents were ready for the implementation of the inclusive school program in Jepara Regency with a readiness range between 61-100% and 2.1% of the respondents answered that they were not ready. This readiness is influenced by their acceptance of PDBK, their work experience, and their understanding of inclusion programs. Keywords: teacher readiness, primary school, inclusion.