Exploration and Validation Of Teacher Competency Models In Creating An Inclusive Learning Environment Asiah, Mirza Irawan, Try Wahyu Purnomo, Fadinda Aisyah
1)Guidance and Counseling, Faculty Of Education, Universitas Negeri Medan
2)Guidance and Counseling, Faculty Of Education, Universitas Negeri Medan
3) Primary Teacher Education, Faculty Of Education, Universitas Negeri Medan
4) Guidance and Counseling, Faculty Of Education, Universitas Negeri Medan
Abstract
Inclusive education in Indonesia faces a major challenge in ensuring that students with special needs (ABK) get equal learning rights. Although the number of ABK students in inclusive schools continues to increase, the lack of teacher competence is the main obstacle in creating an inclusive learning environment. Data shows that only 25% of teachers have participated in inclusive education training, so many teachers do not understand adaptive teaching strategies. As a result, ABK students often experience discrimination, low self-confidence, and difficulty interacting socially. Teacher competencies, including pedagogical, personality, social, and professional aspects, are essential in supporting inclusive education. Universities also have a strategic role in developing teacher competencies through training, research, and collaboration with schools. Therefore, a specific and relevant teacher competency model is needed to effectively support inclusive education, in order to create a just and equal society.
This research aims to explore and validate teachers competence in creating an inclusive school environment through descriptive methods and Delphi approaches. This approach involves validation by inclusive education experts to reach agreement on the designed competency model. The Delphi method is used because it has proven to be effective in educational research, especially for curriculum planning and human resource management. The process includes a literature review, the development of a literature-based questionnaire, the recruitment of participants according to the criteria, the collection of data through several rounds of questionnaires, the analysis of responses, and the preparation of a final report after consensus is reached. This method ensures the validity of the resulting competency models to support inclusive education.
Keywords: Exploration and Validation of Models, Teacher Competencies, Inclusive Learning Environments.
Topic: Economics, Social and Early childhood Education
