Training Effectiveness of Differentiated Instruction to Enhance Teachers' Attitude Towards Inclusive School

Public schools that become inclusive schools are expected to facilitate the diversity and needs of each student. Readiness of teachers to be a factor supporting the inclusion of schools in both the development of attitudes, teaching or teaching methods in accordance with the characteristics of students. Teaching with differentiated instruction becomes one of the teaching models that can help teachers in serving the learning process with various characteristics of students. Therefore, the purpose of this study is to examine the effectiveness of teaching model training with differentiated instruction to improve teacher attitudes toward inclusion. Respondents in this study amounted to 26 people divided into 2 groups, i.e., 13 experimental groups who were given training model of teaching with differentiated instruction and 13 control group who were not given differentiated instruction teaching model training. The data were collected using a teacher's attitude scale towards inclusion adapted from E. Lasarie and U. Gusniarti, Hubungan antara self efficacy guru dengan sikap terhadap program pendidikan inklusi bagi anak berkebutuhan khusus: Studi korelasi pada guru sekolah inklusi di Yogyakarta, Skripsi, Tidak dipublikasi, Universitas Islam Indonesia, Yogyakarta (2008). The study design used non-randomized pre-test and post-test control group design. The data analysis used was Mann Whitney U Test. The results showed that there was a significant difference of teacher attitudes toward inclusion school in experimental group and control group (Sig 0,001 < 0,05). Thus, it was concluded that teachers who were trained in teaching models with differentiated instruction experienced a change in attitudes toward inclusive schools.