Enhancing Teacher Competence for Effective Inclusive Education in Indonesia

Abstract

Inclusive education serves as a crucial strategy to guarantee every child’s right to learn without discrimination, including children with special needs (Anak Berkebutuhan Khusus). Although national policies strongly support its development, implementation in practice continues to face numerous challenges. The low competence of teachers in managing adaptive learning, insufficient professional training, inadequate school facilities, and limited community awareness remain major barriers to achieving inclusive education. This study aims to identify the main inhibiting factors and formulate strategies to improve the quality and effectiveness of inclusive education implementation in Indonesia through a comprehensive literature review of recent research. The findings reveal that enhancing teacher competence, strengthening educational policy support, and providing sufficient learning resources are essential to ensure successful implementation. Furthermore, effective cross-sector collaboration, continuous teacher training, and the transformation of educational paradigms toward more adaptive and socially equitable systems are required to promote inclusivity. Inclusive education must therefore be viewed not only as a policy objective but also as a shared societal commitment to provide equal learning opportunities for all children regardless of their abilities or backgrounds.