Preparation, instructional systems, barriers and teachers’ efforts in inclusive classrooms: Implementation of limited face-to-face learning during the Covid-19 pandemic

Abstract

This study explored teacher opinions regarding implementing limited face-toface learning (LF2FL) in inclusive classrooms during the Covid-19 pandemic in Indonesia. The data was collected for 24 teachers in elementary schools who have taught in the inclusive classroom through semi-structured interviews and analyzed using thematic analysis techniques. The results showed four main themes regarding implementing LF2FL: preparation, instructional systems, barriers, and teacher efforts. Teachers in inclusive classrooms had a heavier workload due to the diverse characteristics of students, mainly students with disabilities who required special treatment in all aspects of achieving learning outcomes. However, the many limitations faced by teachers during the implementation of LF2FL led to teachers’ awareness of increasing competency to achieve learning goals for all students. The Indonesian government must readjust the rules for more flexible learning times, impacting all students’ learning outcomes in inclusive classrooms.