Abstract

Theory, strategy, learning method, technology, and curriculum of inclusive education for both regular children and children with special needs (CWSN) are changing from time to time. Teachers require In-Service Training (IST) which enables them to adapt to these changes. One of the alternative ways for teachers who were already employed to obtain a new development access in education and educational technologies is to get IST. This research aimed to classify the teachers’ competence in inclusive schools based on their participation in the In-Service Training program of inclusive education. The research subjects were the 38 inclusive school teachers, taken by purposive random sampling. The data was collected by using questionnaire and analyzed by using descriptive and parametric statistic. The results reveal that there was a significant difference in pedagogic competence of teachers based on their participation in the In-Service Training (IST) program of inclusive education. The more often the teachers participate in the In-Service Training program, the better their pedagogic competence can be.

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