Main Article Content

Abstract

Inclusive education in Indonesia continues to face significant challenges, particularly concerning infrastructure and human resources. A key obstacle is the lack of teacher competence in understanding the needs of students with special educational needs (SENs) and developing individualized education programs (IEPs). This deficit hinders the effective implementation of inclusive education in regular schools. The purpose of this community service was to enhance the knowledge and skills of teachers through a psychoeducation and IEP development training program at SDN 04 IX Korong, Solok City. The program consisted of two main activities: first, psychoeducation sessions on the characteristics, identification, and intervention strategies for students with special educational needs; and second, hands-on training to enable teachers to develop appropriate IEPs. The program's effectiveness was evaluated using the Kirkpatrick model, focusing on the reaction and learning levels. The results demonstrated a significant improvement in teacher competence. Post-test scores showed a 90% increase in participants' understanding and ability to identify and intervene with students with SENs. A paired-sample t-test confirmed a statistically significant difference between pre-test and post-test scores (p < 0.005), indicating that the training successfully equipped teachers to manage diverse student needs and foster a more inclusive learning environment. The findings underscore the importance of continuous professional development for teachers to support higher-quality inclusive education at the elementary level, especially in schools lacking dedicated staff for students with special needs.

Keywords

Psychoeducation Training Individualized educational programs Elementary school teacher

Article Details

References

  1. Abidin, Z., Hindriana, A. F., & Arip, A. G. (2023). Pedagogic content knowledge (PCK) in teacher competence development. Community Empowerment, 8(12), 1952–1958. https://doi.org/10.31603/CE.9058
  2. Alsalem, M. A., & Alzahrani, H. A. (2023). The Role of Institutional Practice in Promoting Inclusive Education for Deaf and Hard of Hearing Students: A Critical Analysis. SAGE Open, 13(4). https://doi.org/10.1177/21582440231203435
  3. Bertills, K., Granlund, M., Dahlström, Ö., & Augustine, L. (2018). Relationships between physical education (PE) teaching and student self-efficacy, aptitude to participate in PE and functional skills: with a special focus on students with disabilities. Physical Education and Sport Pedagogy, 23(4), 387–401. https://doi.org/10.1080/17408989.2018.1441394
  4. Chalkiadakis, A., Seremetaki, A., Kanellou, A., Kallishi, M., Morfopoulou, A., Moraitaki, M., & Mastrokoukou, S. (2024). Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities. Education Sciences, 14(11), 1223. https://doi.org/10.3390/EDUCSCI14111223
  5. D’Angelo, S., & Singal, N. (2024). Inclusive education in the Dominican Republic: teachers’ perceptions of and practices towards students with diverse learning needs. Frontiers in Education, 9. https://doi.org/10.3389/FEDUC.2024.1387110
  6. Darma, I. P., & Rusyidi, B. (2015). Pelaksanaan sekolah inklusi di indonesia. Prosiding Penelitian Dan Pengabdian Kepada Masyarakat, 2(2). https://doi.org/10.24198/jppm.v2i2.13530
  7. Undang-Undang Republik Indonesia Nomor 8 Tahun 2016 Tentang Penyandang Disabilitas, (2016).
  8. Elder, B. (2018). Writing Strength-Based IEPs for Students with Disabilities in Inclusive Classrooms. International Journal of Whole Schooling, 14(1), 116–155.
  9. Franck, B., & Joshi, D. K. (2017). Including students with disabilities in Education for All: lessons from Ethiopia. International Journal of Inclusive Education, 21(4), 347–360. https://doi.org/10.1080/13603116.2016.1197320
  10. Graham, L. J. (2019). Inclusive education in the 21st century.
  11. Hallahan, D., Kauffman, J., & Pullen, P. (2012). Exceptional Learners.
  12. Komarudin, K., & Aditya, D. S. (2023). Pedagogical competency training for teachers of inclusive school at SDN 2 Petir. Community Empowerment, 8(1), 118–126. https://doi.org/10.31603/CE.7786
  13. Lamichhane, K. (2017). Teaching students with visual impairments in an inclusive educational setting: a case from Nepal. International Journal of Inclusive Education, 21(1), 1–13. https://doi.org/10.1080/13603116.2016.1184323
  14. Majoko, T. (2019). Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers. SAGE Open, 9(1). https://doi.org/10.1177/2158244018823455
  15. Peraturan Menteri Pendidikan Nomor 70 Tahun 2009 Tentang Pendidikan Inklusif Bagi Peserta Didik Yang Memiliki Kelainan Dan Memiliki Potensi Kecerdasan Dan/Atau Bakat Istimewa, (2009).
  16. Morley, D., Banks, T., Haslingden, C., Kirk, B., Parkinson, S., Van Rossum, T., Morley, I., & Maher, A. (2021). Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study. European Physical Education Review, 27(2), 401–418. https://doi.org/10.1177/1356336X20953872
  17. Norstedt, M. (2019). Work and invisible disabilities: Practices, experiences and understandings of (non)disclosure. Scandinavian Journal of Disability Research, 21(1), 14–24. https://doi.org/10.16993/SJDR.550
  18. Overton, H., Wrench, A., & Garrett, R. (2017). Pedagogies for inclusion of junior primary students with disabilities in PE. Physical Education and Sport Pedagogy, 22(4), 414–426. https://doi.org/10.1080/17408989.2016.1176134
  19. Rofiah, K., Tanyu, N. R., Sujarwanto, S., & Ainin, I. K. (2023). Inclusive education at Universitas Negeri Surabaya: Perceptions and realities of students with disabilities. International Journal of Special Education, 38(2), 14–25. https://doi.org/10.52291/IJSE.2023.38.18
  20. Sakti, S. (2020). Implementasi Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini Di Indonesia. Jurnal Golden Age, 4(02). https://doi.org/10.29408/jga.v4i02.2019
  21. Sari, R., & Saleh, M. N. I. (2020). Readiness to Implement Inclusive Education in Muhammadiyah Elementary Schools of Yogyakarta. Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies, 16(2), 263–287. https://doi.org/10.18196/AIIJIS.2020.0124.263-287
  22. Sedgwick-Müller, J. A., Müller-Sedgwick, U., Adamou, M., Catani, M., Champ, R., Gudjónsson, G., Hank, D., Pitts, M., Young, S., & Asherson, P. (2022). University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN). BMC Psychiatry, 22(1), 1–27. https://doi.org/10.1186/S12888-022-03898-Z
  23. Sulistyadi, H. K. (2014). Implementasi Kebijakan Penyelenggaraan Layanan Pendidikan Inklusif di Kabupaten Sidoarjo. Universitas Airlangga.
  24. Symeonidou, S., Tsakiri, M., & Mavrou, K. (2025). Inclusive education in the aftermath of the pandemic: Lessons from mainstream and special teachers who ‘escaped the room.’ European Educational Research Journal, 24(2). https://doi.org/10.1177/14749041241236895
  25. Timothy, S., & Agbenyega, J. (2018). Inclusive School Leaders’ Perceptions on the Implementation of Individual Education Plans. International Journal of Whole Schooling, 14(1), 1–30.
  26. Tran, L. M., Patton, J. R., & Brohammer, M. (2018). Preparing Educators for Developing Culturally and Linguistically Responsive IEPs. Teacher Education and Special Education, 41(3), 229–242. https://doi.org/10.1177/0888406418772079
  27. Walther-Thomas, C., Korinek, L., McLaughlin, V. L., & William, B. T. (2000). Collaborative for inclusive education: Developing successful programs. Pearson College Division.
  28. Widiastuti, M., & Wijaya, Y. D. (2024). Bagaimana Psikoedukasi Dapat Meningkatkan Sikap Guru Terhadap Anak Berkebutuhan Khusus? Motiva: Jurnal Psikologi, 5(1), 1–7. https://doi.org/10.31293/mv.v5i1.5987
  29. Yang, L., Pang, F., & Sin, K. F. (2023). Assessing the Psychometric Properties of the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA): A Concise Assessment Tool for Teachers in Inclusive Classrooms. Sustainability (Switzerland), 15(19), 14576. https://doi.org/10.3390/SU151914576