Model Manajemen Kesiapan Guru pada Pendidikan Inklusif di Sekolah Dasar

Abstract

This study examined the readiness of elementary school teachers in implementing inclusive education through an Integrative Literature Review (ILR) approach to formulate a more comprehensive management model that suits the needs of school practices. The methodology used is a framework developed by Whittemore and Knafl, which consists of problem identification, literature search, quality appraisal, data analysis, and integrative synthesis. Analysis of thirty literatures indicates that teacher readiness encompasses knowledge, pedagogical skills, attitudes, professional beliefs, and school organizational support. Teachers encounter challenges in recognizing the characteristics of students with special needs and in applying differentiated learning, particularly when their self-efficacy is low and school support is insufficient. The synthesis emphasizes that successful inclusive services depend not only on individual teacher capabilities but also on robust school management through the POAC principle. This principle entails systematic planning, clear role organization, continuous mentoring, and reflective evaluation. It highlights the need for integrated capacity building, combining continuous training, lesson study, mentoring programs, and co-teaching practices to enhance teacher competence through professional learning rooted in real classroom experiences. The POAC model developed through this study is expected to serve as a guideline for elementary schools in improving teacher readiness while strengthening the quality of inclusive education implementation. These findings emphasize the importance of transformative leadership, collaboration with parents, the provision of Special Guidance Teachers, and consistent professional development policies to create an inclusive learning environment in elementary schools.