Vol. 02 No.

02 (2024)
Available online at https://ejournal.unuja.ac.id/index.php/icesh

THE ROLE OF THE TEACHER IN CREATING INCLUSIVE

Pakistan
Email: [email protected], [email protected],
[email protected],[email protected]

Abstract:
Inclusive education is an approach that aims to create an equal learning
environment for all students, including students with special needs. At the
elementary school level, the successful implementation of inclusive education is
very dependent on the role of teachers in creating an atmosphere that supports
the diversity and specific needs of students. This research aims to examine the
role of teachers in realizing inclusive elementary schools, focusing on the
challenges faced and the strategies implemented by teachers. The method used
in this research is a literature review method, which examines various literature
related to the role of teachers, inclusive education, and best practices in inclusive
classroom management. The research results show that although challenges such
as limited resources, lack of training, and social stigma are still obstacles, teachers
have an essential role in creating inclusive learning through curriculum
adaptation, using varied teaching methods, and building a school culture that
supports diversity. This research also highlights the importance of ongoing
training and support from schools and the community in helping teachers carry
out their roles effectively.
Keywords: Teacher Role, Inclusive Education, Inclusive Schools.

INTRODUCTION
Inclusive education is a concept pushed by UNESCO through Education for All,
which emphasizes access to education for all individuals without looking at differences
in their physical, mental, social, emotional or socio-economic status (Prihantini, 2023;
Jumadi, 2023). Inclusive education is an educational paradigm that emphasizes the
principles of openness, active participation and equality of all students without exception,
including those who have special needs (Nurhida, 2024; Tadzkiroh et al.,
2024). The main goal of inclusive education is to create a fair learning environment,
where every child, regardless of background or special needs, can develop to the fullest
extent of their potential. In Indonesia, the implementation of inclusive schools is
receiving increasing attention, especially in efforts to provide equal access to education
for children with disabilities (Widyastuti, 2024).
Teachers have a very vital role in realizing inclusive schools. Not only acting as
an educator, but also as a facilitator, motivator and liaison between students with
different needs (Ahmad, 2020). Success in an inclusive school really depends on how
teachers can adapt learning approaches, methods and strategies to suit the needs of each
student, both students with special needs and regular students (Sudarto, 2017).
Therefore, the role of teachers in designing inclusive learning, building positive
interactions between students, and creating a classroom environment that supports the
development of all students, is very important (Prihantini, 2023).

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 In inclusive schools, this role becomes increasingly complex because teachers are
required to be able to handle a diversity of students with various backgrounds, abilities
and special needs. With the right approach, a teacher can create a learning environment
that supports the development of each student, regardless of their differences (Tadzkiroh
et al., 2024). For example, in creating an inclusive environment, teachers must be good
role models for all students, not only in academic terms, but also in moral and social
aspects. In this case, a teacher needs to adopt a learning approach that is flexible and can
be adapted to various student conditions. This includes the use of diverse teaching
methods, selecting teaching materials that are accessible to all students, as well as
providing sufficient time and attention to students who need more support (Herman et
al., 2019).
A teacher must be able to provide personal guidance, not only related to academic
development, but also in terms of forming positive values, such as a sense of
responsibility, discipline, honesty, and respect for differences. This guidance is important
because students who study in inclusive schools often come from different social and
family backgrounds, so teachers must help them to adapt and develop healthy and
productive social attitudes (Ahmadi, 2024). This can be done through various
activities, both in the form of learning activities in class and through extracurricular
activities that involve all students (Ahmadi, 2024). In implementing inclusive education,
many elementary schools in Indonesia still face various challenges, both in terms of
human resources, facilities, and understanding of the concept of inclusion itself. Lack of
training for teachers (Ahmadi, 2024), limited appropriate teaching materials, as well as
obstacles in designing effective learning activities for students with various types of needs,
are some of the problems that are often encountered.
Several previous studies stated, according to Sulistyorini, et al. (2018) in their
study entitled "The Role of Teachers in the Implementation of Inclusive Education in
Elementary Schools" stated that the role of a teacher in inclusive education is not only
limited to the teaching aspect, but also includes emotional and social support for students
with special needs. This research shows that Well-trained teachers are able to create a
supportive classroom atmosphere for every student, whether they have special needs or
not. However, there are still challenges in terms of limited resources and training received
by teachers to improve their understanding of the concept of inclusion and teaching
techniques that can be applied to students with various needs. According to Suhartini
and Nugroho (2020) in their research entitled "Teachers' Challenges in Creating Inclusive
Schools for Students with Special Needs" found that even though government policies
support inclusive education, many teachers still face difficulties in implementing it in the
classroom. One of the main challenges is the lack of support from the school in terms of
adequate facilities and resources. Teachers also often find it difficult to manage classes
consisting of students with various abilities and needs. This research underscores the
importance of collaboration between regular teachers, special teachers, and parents to
overcome these barriers. According to Rahmawati (2019) in research entitled "The Role
of Teachers in Inclusive Education in Elementary Schools: Case Study in Yogyakarta City"
shows that teachers play a key role in creating an inclusive environment, but the biggest
challenge lies in the diversity of abilities that exist in the classroom. This research reveals
that teachers who have a deep understanding of inclusive education are able to adapt
learning methods, both through differentiation approaches and the use of supporting
educational technology. And this research also highlights the need for clearer and more
targeted policies from schools and the government to support inclusive education
programs.
This research aims to explore and analyze the role of a teacher in realizing
inclusive schools at the elementary school level. This case study will identify the various
practices and challenges faced by teachers in the process of implementing inclusive
education, as well as the factors that influence their success in creating an inclusive
learning environment for all students. Thus, the results of this research are expected to
provide deeper insight into how elementary schools can be more effective in integrating
inclusive education in the curriculum and daily practices. Through this study, it is hoped

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that practical solutions can be found that can be applied in the field to improve the quality
of inclusive education in elementary schools, as well as provide recommendations for
more targeted policies and training for teachers in facing these challenges.

RESEARCH METHODS
The method of writing this article uses a literature review, which is an approach
to analyzing and integrating various literatures relevant to the topic of discussion
(Amalia & Kurniawati, 2021). This literature review covers various sources of information
related to inclusive education, including the role of elementary school teachers in its
implementation and the challenges faced by a teacher in the future. This approach allows
the author to develop a more comprehensive understanding of the topic discussed.
In conducting a literature review, this article examines various important aspects
of inclusive education, such as the curriculum applied, the legal basis underlying the
policy, and relevant research literature (Wulandari & Hendriani, 2021). The literature
sources used in this article come from leading databases such as Scopus, ERIC, and
Google Scholar, which provide access to previous research. By analyzing and synthesizing
information from these various sources, this article aims to identify the challenges that
inclusive elementary school teachers may face in the future.
In this literature review approach, the author can gain a broader and deeper
understanding of the topic of inclusive education, which will enrich the reader's insight
into the role of a teacher in realizing inclusive schools at the elementary school level
(Tadzkiroh et al., 2024). This literature review also contributes to the development of
education policies, both at the school and national levels, by providing theoretical and
practical bases that can be used as references in designing policies that better support the
implementation of effective inclusive education (Setiawan et al., 2020).
RESULTS AND DISCUSSION
Inclusive education is an educational concept that seeks to organize learning that
is friendly to all students, regardless of their background, abilities, or diversity (Azizah,
2023). In Indonesia, inclusive education in elementary schools has become a focus of
attention in recent years, with the aim of providing equal opportunities for every child to
obtain quality education. In this context, the role of a teacher is vital in ensuring the
success of the implementation of inclusive education, both in terms of theory and
practice in the field (Fatmawiyati & Permata, 2023).
1. The Role of Teachers in Inclusive Education
The role of a teacher in inclusive education is not only limited to teaching
subject matter, but also includes the social, emotional, and psychological aspects
of students (Nurzannah, 2022; Fatmawiyati & Permata, 2023). Teachers in
inclusive schools must be able to create a supportive environment for all students,
especially those with special needs, so that they can feel accepted and motivated
in learning.
a. Learning Facilitator
As a facilitator, a teacher must be able to provide various learning
approaches and methods that are accessible to all students, regardless of their
abilities (Latif, 2023). For example, for each student with a physical or
intellectual disability, teachers need to adjust teaching materials, use assistive
technology, or provide additional time to complete assignments. Teachers are
also expected to facilitate interactions between regular students and students
with special needs in joint learning activities, so that a sense of mutual
understanding and respect is created between them (Tadzkiroh et al., 2024).
b. Inclusive class management
A teacher in an inclusive school is required to have the ability to manage
the class in a way that creates a comfortable and supportive atmosphere for
all students (Ajuwon, 2008). This includes designing learning activities that
take into account the diversity of student needs and ensuring that each
student receives appropriate attention. In addition, teachers must be able to

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 handle differences in learning speed, learning style, and social and emotional
abilities of students (Annisa et al., 2014).
c. Character and social development
A teacher also plays a role as a character and social builder in the
classroom. In inclusive education, it is important for teachers to instill values
such as tolerance, cooperation, and mutual respect. This is important in
creating an inclusive environment and minimizing stigma or bullying against
students with special needs (Anar, 2023). A teacher must be able to be an
example in respecting differences, both in attitudes and behavior, so that a
school culture is created that is more open and friendly to differences (Amalia
& Kurniawati, 2021).
2. Challenges faced by teachers in implementing inclusive schools
Although the role of teachers is very important, the implementation of
inclusive education in elementary schools is not easy (Anar, 2023). There are
many challenges faced by teachers in their efforts to create truly inclusive schools.
a. Limited Resources and Facilities
One of the main challenges faced by a teacher in inclusive education is
limited resources, both in terms of facilities, teaching materials, and teaching
staff support (Anar, 2023). Many schools, especially in areas with limited
budgets, do not yet have adequate facilities to support the needs of students
with special needs, such as classrooms equipped with assistive devices or
technology. In addition, books and teaching materials that are adapted to the
needs of ABK are also still limited.
b. Limited teacher training and competency
Another challenge that needs to be considered is the limited training
received by teachers regarding inclusive education. Many teachers do not
have special training or certification to handle students with special needs.
Without adequate training, teachers often find it difficult to implement
learning methods, design inclusive curricula, or manage diverse classroom
dynamics (Anar, 2023). In addition, the lack of understanding of the specific
needs of various types of disabilities is also an obstacle to the implementation
of inclusive education.
c. Stigma and Social Prejudice
Policies in supporting inclusive education, stigma and social prejudice
against students with special needs are often major obstacles in creating an
inclusive environment. Some teachers, parents, and other students may still
have negative views or feel uncomfortable with the presence of students with
special needs in regular classes (Anar, 2023). Therefore, a teacher must play
an important role in shaping awareness and understanding of the importance
of inclusion and diversity, as well as creating an atmosphere that is more
accepting and supportive of students with special needs.
3. Strategies to support the role of teachers in inclusive schools
In order for the role of a teacher in inclusive education to be carried out
properly, there are several strategies that need to be implemented by both the
school, the government, and the teachers themselves (Nurhida, 2024).
a. Teacher training and professional development
One of the important steps in providing ongoing professional training and
development for a teacher. This training should cover various aspects, such
as understanding the various types of special needs, inclusive teaching
strategies, in the use of supportive educational technology, and skills in
managing diverse classes (Tarnoto Nissa, 2016). With adequate training,
teachers will be better prepared to face existing challenges and can carry out
their roles effectively.
b. Provision of adequate resources
Within a school institution, sufficient resources must be provided to
support the implementation of inclusive education. This includes disability-

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 friendly facilities, learning aids, and physical accessibility in schools (Cenci et
al., 2016). In addition, the provision of books and teaching materials that are
tailored to the needs of students with disabilities is also very important to
support the success of their learning process.
c. Collaboration with parents and other parties
It is important for every teacher to establish good communication with
parents and related parties, such as school psychologists, special teachers,
and medical personnel (Allego & Cañizares, 2024). This collaboration will help
a teacher understand the specific needs of the student and design the most
effective learning strategies. Parents can also provide insight into how to best
support their child’s development at home.
4. Use of educational technology
Educational technology, such as learning applications that can be
accessed by students with visual or auditory disabilities, can be very helpful in
creating a more inclusive learning experience. A teacher must be trained to utilize
this technology, so that they can provide a more varied learning experience that is
in accordance with the needs of students (Azorín-Abellán, 2018). One example of
an application that can be accessed by students with visual disabilities is a screen
reader that can convert text on the screen into voice or braille. Applications such
as JAWS (Job Access With Speech) and NVDA (NonVisual Desktop Access) are
very helpful for every student with visual impairments to navigate digital devices,
read e-books, or follow the lesson material. In addition, text-to-speech technology
allows each student to hear the explanation of the lesson material in audio form,
which is very useful for those who have difficulty reading text. On the other hand,
for students with auditory disabilities, technology also offers various solutions
that allow them to continue to get information in a way that is more appropriate
to their needs. Applications such as subtitles or live captions on platforms
such as Zoom, Google Meet, and YouTube provide text that appears directly
along with the spoken voice, so that students with hearing impairments can follow
conversations or explanations easily (Nurhida, 2024). Automatic transcription
applications, such as Otter.ai or Rev, also allow conversations or lectures to be
recorded and translated in real- time into text, so that students with hearing
difficulties can still understand the subject matter effectively (Allego & Cañizares,
2024).
However, in order for these technologies to be optimally utilized, it is
important for teachers to receive adequate training in the use of tools and
applications that support inclusive learning. Teachers must know how to integrate
these technologies into their teaching methods, as well as how to adapt materials
to be more accessible to students with different types of disabilities.
Proper training will enable teachers not only to use technology effectively, but also
to adapt their teaching approaches to the learning styles and specific needs of each
student (Susilawati et al., 2016). Thus, implementing educational technology that
is accessible to students with visual or auditory disabilities not only allows for a
more inclusive learning experience, but also paves the way for creating equality in
education. All students, without exception, have the same right to receive quality
education that is in accordance with their needs (Nurhida,
2024). Technology can be the key to achieving this, but its use must be
accompanied by proper training for teachers, as well as full support from schools
and parents.
5. Policy implications and recommendations
Educational technology, such as learning applications that are accessible
to students with visual or auditory disabilities, plays a very important role in
creating a more inclusive learning experience (Setiawan et al., 2020). This
technology makes it possible for all students, including those with disabilities, to
access educational materials in a way that suits their individual needs and abilities
(Latif, 2023). With rapid advances in technology, there are now various

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 applications and devices that allow students with disabilities to actively
participate in learning activities, which previously may have felt limited or
difficult to reach. One example of an application that is accessible to students with
visual disabilities is a screen reader that can convert text on the screen into voice
or Braille (Rachmadtullah, 2021). Applications such as JAWS (Job Access With
Speech) and NVDA (NonVisual Desktop Access) are very helpful for students with
visual impairments to navigate digital devices, read e-books, or follow learning
materials. In addition, text-to-speech technology allows students to hear
explanations of subject matter in audio form, which is very useful for those who
have difficulty reading text (Allego & Cañizares, 2024).
Thus, the implementation of educational technology that is accessible to
students with visual or auditory disabilities not only allows for a more inclusive
learning experience, but also paves the way for creating equality in education
(Nugraheni, 2024). All students, without exception, have the same right to receive
quality education that suits their needs. Technology can be the key to achieving
this, but its use must be accompanied by proper training for teachers, as well as
full support from schools and parents.
CONCLUSION
The role of a teacher in realizing an inclusive school is crucial, because they are
at the forefront of creating an equal learning environment for all students, without
exception. Teachers are not only responsible for teaching the material, but also must
ensure that every student, including those with special needs, has equal access to learn
and develop. In the context of inclusive education, teachers must be facilitators who are
able to design learning experiences that are appropriate to the diverse abilities and needs
of students in the classroom. This includes understanding the best ways to accommodate
students with various backgrounds, including those with physical, intellectual, or
emotional disabilities.
Although the challenges faced in realizing inclusive schools are quite large, it
cannot be denied that teachers have a key role in creating a supportive and inclusive
atmosphere. One of the main challenges is limited resources, which often become an
obstacle for many schools to provide adequate facilities, both in terms of physical and
teaching materials. For example, not all schools have disability-friendly classrooms or
assistive technology that can help students with special needs. However, despite these
limitations, a teacher can use their creativity to create inclusive learning by making
maximum use of existing resources. Social stigma is also a challenge that is no less
significant in realizing inclusive schools. There are often negative views or stereotypes
about students with special needs, both from fellow students, parents, and community
members. A teacher plays an important role in changing this perception by instilling
positive values such as tolerance, acceptance of differences, and appreciation for
diversity. Through teaching and role models, teachers can help create an inclusive and
discrimination-free school culture.
Teachers should also be encouraged to undergo ongoing training, because
changes in the world of education, especially in inclusive education, require an
understanding that is always updated. This training does not only cover technical aspects
such as how to adapt teaching materials for students with disabilities, but also training
on inclusive classroom management, as well as how to build positive relationships with
parents and other parties involved in education. In the long term, the effective
implementation of inclusive education in elementary schools will have a positive impact,
not only for students with special needs, but also for all students. With an inclusive
learning experience, students can learn to appreciate differences more, work together,
and develop empathy for others. This will shape their character as caring individuals who
are ready to face an increasingly pluralistic world.

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