IMPROVING TEACHER COMPETENCE IN INCLUSIVE EDUCATION MANAGEMENT

Abstract

The purpose of this study is first to describe the knowledge and understanding of teachers or educators about the nature of inclusive education services, how important it is about the implementation of inclusive education in madrasah. Second, describe training and empowerment to improve teacher competence in inclusive education services at Madrasah Ibtidaiyah, Banten province. This research uses qualitative methods, data collection techniques from observations, interview questionnaires, documentation. The study population included classroom teachers, principals, schools, counseling teachers, and deputy heads of the student affairs and curriculum at Madrasah Ibtidaiyah in Banten province. Data processing and analysis were carried out by reducing data, presenting data, and drawing conclusions. Meanwhile, the data validation used technical triangulation. This study shows that the understanding and knowledge of Madrasah Ibtidaiyah teachers on inclusive education in Banten province is shallow. With a percentage of 65%. The number of identified children from 20 Madrasah Ibtidaiyah identified very much 42 students categorized as Children with special needs. Meanwhile, efforts to increase teacher competence in inclusive education services are carried out through training meetings, discussions, workshops, and focus group discussions.