Abstract
This study aims to examine the views or perceptions of Schools Providing Inclusive Education (SPIE) among teachers at the Aru Islands State Special Education School (SES). Through qualitative research using data collection methods such as in-depth interviews, observations, and documentation, an overview of the role of the SES as a partner for SPIE was obtained. Interview instruments were used to explore SES teachers’ understanding and willingness to collaborate across five aspects: a) SES teachers’ understanding of SPIE principles, b) their willingness to serve as Special Education Teacher (SETs) at SPIE, c) their willingness to participate in developing curriculum modifications, d) their willingness to participate in developing Individualized Education Program (IEP), and e) their willingness to lend learning aids to Students With Special Needs (SWSN) at SPIE. The responses were categorized into three groups: proactive partners, passive partners, and competitors. Among initiative-driven partners, special education teachers demonstrated a willingness to collaborate by proposing concrete ideas or concepts for forms of cooperation with the SPIE. Among partners without initiative, special education teachers merely expressed willingness without specifying the form of cooperation. Among competitors, special education teachers tended to recommend other parties capable of collaborating with the SPIE, held the view that students with special needs would be better off receiving their education at special education schools, and were reluctant to engage in cooperation. Based on the collection, reduction, and presentation of data, it was found that a) 80% of special education teachers are willing to serve as SETs at SPIE, b) 30% are willing without taking the initiative and 30% are willing to take the initiative to participate.