Teacher Mentoring for Elementary School Teachers in Handling Problems of Students with Special Needs on Pramuka Island, North Seribu Islands District, Seribu Islands Regency, DKI Jakarta
DOI:
https://doi.org/10.20961/imscs.v3i1.1155Keywords:
primary school teachers, students with special needs, monitoring, Pramuka IslandAbstract
Teacher monitoring in primary schools is a strategic effort to enhance educators' capacity in delivering inclusive education, particularly in addressing the needs of Students with Special Needs. This article describes the results of a mentoring program conducted for elementary school teachers on Pramuka Island. The findings indicate that teachers' understanding of Students with Special Needs improved after the program, especially in identifying student conditions and applying basic inclusive learning strategies. However, several challenges remain, including limited skills in lesson accommodation and modification, difficulties in communicating with parents regarding a child’s potential special needs, and the suboptimal application of knowledge from previous trainings. Therefore, intensive and structured follow-up mentoring is required to ensure the sustainable development of teachers’ competencies and their consistent implementation in classroom practices. These findings highlight the importance of ongoing support for teachers in fostering an inclusive learning environment that accommodates diverse learner needs.
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