Preparation, instructional systems, barriers and teachers' efforts in inclusive classrooms: Implementation of limited face-to-face learning during the Covid-19 pandemic

Abstract

This study explores teacher opinions regarding implementing limited face-to-face learning (LF2FL) in inclusive classrooms during the Covid-19 pandemic in Indonesia. Data were collected for 24 teachers in elementary schools who have taught in the inclusive classroom through semi-structured interviews and analyzed using thematic analysis techniques. The results showed four main themes regarding implementing LF2FL: preparation, instructional systems, barriers, and teacher efforts. Teachers in inclusive classrooms have a heavier workload due to the diverse characteristics of students, mainly students with disabilities who require special treatment in all aspects of achieving learning outcomes. However, the many limitations faced by teachers during the implementation of LF2FL led to teachers' awareness of increasing competence to achieve learning goals for all students. The Indonesian government must readjust the rules for more flexible learning times which have an impact on the learning outcomes of all students in inclusive classrooms.