Proceedings of the International Conference on Educational Science and Teacher Education (ICESTE 2025)

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Teacher Readiness and Knowledge in Implementing Inclusive Education: A Study of Junior Secondary Schools in Gorontalo, Indonesia

Authors
Sri Yulan Umar1, *, Veroyunita Umar2, Mukmin Kadoli Umar1
1Universitas Negeri Gorontalo, Gorontalo, 96128, Indonesia
2Universitas Negeri Yogyakarta, Yogyakarta, 55281, Indonesia
*Corresponding author. Email: Sriyulanumar@ung.ac.id
Corresponding Author
Sri Yulan Umar
Available Online 24 November 2025.
DOI
10.2991/978-2-38476-489-1_69How to use a DOI?
Keywords
Inclusive Education; Teacher Readiness; Junior High School
Abstract

This study investigates the readiness and knowledge of junior secondary school teachers in Gorontalo Regency, Indonesia, in implementing inclusive education. Using a descriptive quantitative design, data were collected from 164 teachers through a structured questionnaire covering 15 indicators across three domains: understanding and knowledge, attitudes and readiness, and environmental support. The findings reveal that while teachers generally show positive attitudes toward inclusion, only 26.22% have attended relevant training, and less than half possess sufficient pedagogical knowledge for inclusive practices. Furthermore, only 8.54% reported access to special education resource teachers, highlighting a lack of institutional support. This gap between belief and preparedness underscores the need for practice-oriented training modules and increased structural support. The study recommends context-based professional development and strengthened collaboration between stakeholders to ensure sustainable inclusive education practices.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the International Conference on Educational Science and Teacher Education (ICESTE 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
24 November 2025
ISBN
978-2-38476-489-1
ISSN
2352-5398
DOI
10.2991/978-2-38476-489-1_69How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Sri Yulan Umar
AU  - Veroyunita Umar
AU  - Mukmin Kadoli Umar
PY  - 2025
DA  - 2025/11/24
TI  - Teacher Readiness and Knowledge in Implementing Inclusive Education: A Study of Junior Secondary Schools in Gorontalo, Indonesia
BT  - Proceedings of the International Conference on Educational Science and Teacher Education (ICESTE 2025)
PB  - Atlantis Press
SP  - 864
EP  - 873
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-489-1_69
DO  - 10.2991/978-2-38476-489-1_69
ID  - Umar2025
ER  -