Parents, teachers or school principals: Which one matters in driving the success of inclusive school in Indonesia?
DOI:
https://doi.org/10.47750/pegegog.12.04.33Keywords:
Inclusive education, school principals, teachers’ role, parents supportAbstract
Managing quality education primarily for children with special needs has been a challenge for the Indonesian government, and it has enhanced attention among scholars. This study aims to investigate the determinant factors driving the success of the implementation of inclusive education in Indonesia. This study involves the variables that directly link with the implementation of inclusive education, including teachers, school principals, and parents. The research involved a mixed-method approach to reach a deeper understanding of this phenomenon. The data were collected using questionnaires and further conducted in-depth interviews for selected informants in East Java of Indonesia. The results indicate that the highest supports come from special teachers, followed by parents and teacher in other subjects. Surprisingly, school principals take the lowest rank for implementing inclusive education in East Java of Indonesia. However, all parties take a great role, and collaboration between parties can enhance the success of inclusive education implementation in Indonesia.
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