The Challenges of Indonesian Science Teachers in Teaching Students with Special Educational Needs in Inclusive School

Inclusive education is one kind of equality and form of education without discrimination where children with special needs and children, in general, can get the same education. Since 2000, the Indonesian government has started to commit itself to provide inclusive education. This commitment is realized by the circular of Dirjen Dikdasmen Depdiknas No.380/C.C6/MN/2003 dated January 20, 2003, about the implementation and development of inclusive schools in each district/city consisting of elementary, junior high school and vocational school. In its implementation, inclusive education has some challenges, especially for science teachers. These challenges are frequently changed curriculum, heterogeneity of students with special needs, and learning in the classroom. The curriculum changes will have an impact on teacher adjustment to the new curriculum. The heterogeneity of students with special needs will have an impact on the difficulty of teachers to adjust to the character of students with special needs. The heterogeneity of students also has an impact on the learning method in accordance with students with special needs. But this challenge will not be a problem if all interested parties with inclusive education are committed to implementing inclusive education seriously. The teacher as the spearhead, also must be a figure who always learns to be able to adjust to all forms of change in the education system.