ABSTRACT
Research has argued that inclusive education may benefit students with Special Educational Needs (SENs) in their academic and social development. This implies the critical role of teachers in accommodating learning needs and mediating social interaction of such students in the classroom. This study aims to measure teachers’ attitudes towards students with SENs and their use of effective strategies in supporting positive social interaction through the role of peers. Participants of this study were 40 classroom teachers, drawn from inclusive primary schools in Depok, Indonesia. Teachers responded to two questionnaires, indicating their attitudes towards students with SENs on cognitive, affective, and behavioural components; the questionnaire focused on the teachers’ strategies supporting positive interaction through peers in inclusive classrooms. The results reveal that teachers held positive attitudes towards inclusive education and had high scores on using their strategies; they showed acceptance and enthusiasm. The results also show the strong correlation between teachers’ attitudes and their strategies in supporting positive social interaction through the role of peers. Other methods to enrich data could be added for future research. Teachers’ training covering knowledge about students with SENs and skills for teaching strategies is recommended to support teachers for better practices in an inclusive educational setting.
