Perception and Readiness of Pre-Service Teachers in Implementing Individualized Educational Program (IEP) in Inclusive Education
DOI:
https://doi.org/10.37680/scaffolding.v8i1.8598Keywords:
Individualized Educational Program, Inclusive Education, Teacher Readiness, Internal Factors, External FactorsAbstract
This study aimed to analyze: (1) pre-service teachers' perceptions of the urgency of the IEP, (2) their readiness (cognitive, affective, and skills) to design and implement it, and (3) the influence of internal and external factors on this readiness. A quantitative approach using descriptive and correlational survey methods was employed. The research subjects were 38 seventh-semester prospective teachers at universities in East Java, Indonesia. The universities were Jember Islamic University, State Islamic University (UIN Kyai Haji Ahmad Shiddiq), and Nurul Jadid University, which were selected through purposive sampling. Data were collected using a valid and reliable Likert scale questionnaire. The data analysis used was descriptive analysis and multiple linear regression. Descriptive analysis revealed that 64.5% of participants had positive readiness and perceptions. While perception of IEP urgency was high (73.7% positive), external factors like institutional support showed the lowest positive percentage (57.9%). Multiple Linear Regression indicated that internal and external factors together significantly influenced readiness (R²=0.794), with internal factors (β=0.512) being more dominant than external ones (β=0.387). The novelty of this finding underscores that while personal competence development is foundational, systemic support from teacher education institutions is equally critical for successful IEP implementation, highlighting a necessary dual focus in teacher preparation programs.
References
Abdillah, H. T., Firdaus, E., Syafe’i, M., Budiyanti, N., & Tantowi, Y. A. (2025). Religious Character-Based Inclusive Education in A General Course for Difabel Students at University. Jurnal Pendidikan Islam, 11(1), 189–203. https://doi.org/10.15575/jpi.v11i1.44011
Abellán, J., & Sáez-Gallego, N. M. (2020). Opiniones Relativas a la Inclusión de Los Alumnos con Necesidades Educativas Especiales Mostradas Por Futuros Maestros De Infantil Y Primaria. Revista Complutense De Educación, 31(2), 219–229. https://doi.org/10.5209/rced.62090
Adams, D., Mohamed, A., Moosa, V., & Shareefa, M. (2023). Teachers’ Readiness for Inclusive Education In A Developing Country: Fantasy or Possibility? Educational Studies, 49(6), 896–913. https://doi.org/10.1080/03055698.2021.1908882
Ahsan, M. T. (2012). Exploring Pre-Service Teachers ’ Perceived Teaching-Efficacy, Attitudes and Concerns About Inclusive Education in Bangladesh. International Journal of Whole Schooling, 8(2), 1–20.
Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/https://doi.org/10.1016/0749-5978(91)90020-T
Alazemi, B., & Larkins, R. (2025). Teachers’ Perceptions of Preparedness for Teaching Students with Mild to Moderate Disabilities in Inclusive Education in Kuwait. International Journal of Special Education, 40(1), 1–12. https://doi.org/10.52291/ijse.2025.40.1
Alhammadi, M. M. (2024). Assessing the Efficiency of the Teacher Education Program in Emirati University for Preparing Pre-Service Teachers for Inclusive Education. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2369966
Alimuddin, Z., Tjakraatmadja, J. H., Ghazali, A., & Ginting, H. (2021). Improving Pedagogical Content Knowledge (PCK) Through A Blended Model of PCK and Action Learning. Teacher Development, 25(5), 622–646. https://doi.org/10.1080/13664530.2021.1935311
Bakti, I. K., Kurniawan, R., Mudlofir, A., & Bahri, R. (2025). Integrating Islamic Values in Inclusive Madrasa Education: a Unique Approach for Special Needs Students. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2025.2555397
Bandura, A. (1997). Self-efficacy: The Exercise of Control. In Self-efficacy: The exercise of control. (pp. ix, 604–ix, 604). W H Freeman/Times Books/ Henry Holt & Co.
Boedeker, P. J., Moreno, N. P., Newell, A. D., Maheshwari, A., McMillin, M. A., Tippen, S. P., Pillow, M. T., & Bergemann, A. D. (2025). Pedagogical Content Knowledge as a Lens for Transforming Teaching in Medical and Health Professions Education. Medical Science Educator, 35(3), 1707–1714. https://doi.org/10.1007/s40670-025-02325-8
Bronfenbrenner, U. (1986). Ecology of the Family as a Context for Human Development. Research Perspectives. Developmental Psychology, 22(6), 723–742. https://doi.org/10.1037/0012-1649.22.6.723
Darwish, S., Alodat, A., Al-Hendawi, M., & Ianniello, A. (2025). General Education Teachers’ Perspectives on Challenges to the Inclusion of Students with Intellectual Disabilities in Qatar. Education Sciences, 15(7). https://doi.org/10.3390/educsci15070908
Diny Sujannah, W., Swastikawara, S., & Ningsih, Z. (2025). Advancing Inclusive Practices in Higher Education: Insights from Indonesia’s Approach to Disability Support. Cogent Social Sciences, 11(1). https://doi.org/10.1080/23311886.2025.2593559
Efendi, M., Pradipta, R. F., Dewantoro, D. A., Ummah, U. S., Ediyanto, E., & Yasin, M. H. M. (2022). Inclusive Education for Students with Special Needs at Indonesian Public Schools. International Journal of Instruction, 15(2), 967–980. https://doi.org/10.29333/iji.2022.15253a
Fauziyah, N., Maruf, N., Wardana, D. J., Azis, F., Bahar, E. E., & Husniati, A. (2025). Evaluating Inclusive Education Initiatives in Indonesia: From Policy to Practice. Educational Process: International Journal, 16. https://doi.org/10.22521/edupij.2025.16.232
Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic Differences in Changing Pre-Service Teachers’ Attitudes, Sentiments, and Concerns About Inclusive Education. International Journal of Inclusive Education, 13(2), 195–209. https://doi.org/10.1080/13603110701365356
Fu, Y. C., Macasaet, B. T., Quetzal, A. S., Junedi, J., & Moradel-Vásquez, J. J. (2024). In pursuit of Excellence: A Historical Investigation of Scientific Production in Indonesia’s higher education system, 1990–2020. Higher Education, 88(2), 523–549. https://doi.org/10.1007/s10734-023-01128-3
Humaira, M. A., Aliyyah, R. R., & Rachmadtullah, R. (2021). Perceptions of Student Teachers On Collaborative Relationships Between University and Inclusive Elementary Schools: A case study in Indonesia. International Journal of Learning, Teaching and Educational Research, 20(10), 274–290. https://doi.org/10.26803/ijlter.20.10.15
Jiang, N., Li, H., Ju, S.-Y., Kong, L.-K., & Li, J. (2025). Pre-service Teachers’ Empathy and Attitudes Toward Inclusive Education—The Chain Mediating Role of Teaching Motivation And Inclusive Education Efficacy. PLoS One, 20(4 April). https://doi.org/10.1371/journal.pone.0321066
Kartiko, A., Arif, M., Rokhman, M., Ma’arif, M. A., & Aprilianto, A. (2025). Legal Review of Inclusive Education Policy: A Systematic Literature Review 2015-2025. International Journal of Law and Society, 4(1), 22–46. https://doi.org/10.59683/ijls.v4i1.152
Kunz, A., Luder, R., & Kassis, W. (2021). Beliefs and Attitudes Toward Inclusion of Student Teachers and Their Contact with People with Disabilities. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.650236
Li, K. M., & Cheung, R. Y. M. (2021). Pre-service Teachers’ Self-efficacy in Implementing Inclusive Education in Hong Kong: The Roles of Attitudes, Sentiments, and Concerns. International Journal of Disability, Development and Education, 68(2), 259–269. https://doi.org/10.1080/1034912X.2019.1678743
Miesera, S., DeVries, J. M., Jungjohann, J., & Gebhardt, M. (2019). Correlation Between Attitudes, Concerns, Self-Efficacy, and Teaching Intentions in Inclusive Education: Evidence from German Pre-Service Teachers Using International Scales. Journal of Research in Special Educational Needs, 19(2), 103–114. https://doi.org/10.1111/1471-3802.12432
Muafiah, E., Warsah, I., Puspitasari, D., & Puspita, A. R. (2025). Implementation and Problems of Education Based on Gender Equality, Disability, and Social Inclusion at Schools in Indonesia. International Journal of Sociology of Education, 14(1), 1–20. https://doi.org/10.17583/rise.14279
Mueller, T. G., Massafra, A., Robinson, J., & Peterson, L. (2019). Simulated Individualized Education Program Meetings: Valuable Pedagogy Within a Preservice Special Educator Program. Teacher Education and Special Education, 42(3), 209–226. https://doi.org/10.1177/0888406418788920
Nissim, M., & Shamma, F. (2025). Supporting Teacher Professionalism for Inclusive Education: Integrating Cognitive, Emotional, and Contextual Dimensions. Education Sciences, 15(10). https://doi.org/10.3390/educsci15101317
Nketsia, W., & Saloviita, T. (2013). Pre-service Teachers’ Views on Inclusive Education in Ghana. Journal of Education for Teaching, 39(4), 429–441. https://doi.org/10.1080/02607476.2013.797291
Rakap, S., Cig, O., & Parlak-Rakap, A. (2017). Preparing Preschool Teacher Candidates for Inclusion: Impact of Two Special Education Courses on Their Perspectives. Journal of Research in Special Educational Needs, 17(2), 98–109. https://doi.org/10.1111/1471-3802.12116
Rashid, S. M. M., & Wong, M. T. (2023). Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR). International Journal of Learning, Teaching and Educational Research, 22(1), 15–34. https://doi.org/10.26803/ijlter.22.1.2
Rasmitadila, R., Humaira, M. A., & Rachmadtullah, R. (2022). Student Teachers’ Perceptions Of The Collaborative Relationships Between Universities And Inclusive Elementary Schools in Indonesia. F1000Research, 10. https://doi.org/10.12688/f1000research.74999.4
Rofiah, K., Tanyu, N. R., Sujarwanto, S., & Ainin, I. K. (2023). Inclusive education at Universitas Negeri Surabaya: Perceptions and Realities of Students With Disabilities. International Journal of Special Education, 38(2), 14–25. https://doi.org/10.52291/ijse.2023.38.18
Rojo-Ramos, J., Gómez-Paniagua, S., Barrios-Fernández, S., García-Gómez, A., Adsuar, J. C., Sáez-Padilla, J., & Muñoz-Bermejo, L. (2022). Psychometric Properties of a Questionnaire to Assess Spanish Primary School Teachers’ Perceptions about Their Preparation for Inclusive Education. Healthcare (Switzerland), 10(2). https://doi.org/10.3390/healthcare10020228
Rozikin, M., Sofyan, M., Riyadi, B. S., & Supriyono, B. (2021). Institutional Capacity as a Prevention of Abuse of Power of National Standard Policies For Private Universities in Jakarta. International Journal of Criminology and Sociology, 10, 281–292. https://doi.org/10.6000/1929-4409.2021.10.34
Sarkim, T. (2020). Developing teachers’ PCK about STEM Teaching Approach Through the Implementation of Design Research. Journal of Physics: Conference Series, 1470(1). https://doi.org/10.1088/1742-6596/1470/1/012025
Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of Training on Pre-Service Teachers’ Attitudes and Concerns About Inclusive Education and Sentiments about Persons with Disabilities. Disability and Society, 23(7), 773–785. https://doi.org/10.1080/09687590802469271
Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre-Service Teachers’ Attitudes, Concerns, and Sentiments about Inclusive Education: An International Comparison of the novice pre-service teachers. International Journal of Special Education, 21(2), 80–93. https://www.scopus.com/inward/record.uri?eid=2-s2.0-33748802220&partnerID=40&md5=1fc432ed576825ee0c43a53a866fc456
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Subban, P., & Mahlo, D. (2017). ‘My attitude, My Responsibility’ Investigating The Attitudes and Intentions of Pre-Service Teachers Toward Inclusive Education Between Teacher Preparation Cohorts In Melbourne and Pretoria. International Journal of Inclusive Education, 21(4), 441–461. https://doi.org/10.1080/13603116.2016.1197322
Syafiulia, S. H., & Maadad, N. (2026). Teachers’ Narratives: Exploring The Dynamics of Inclusive Education in Indonesian Public and Private Primary Schools. International Journal of Educational Development, 120. https://doi.org/10.1016/j.ijedudev.2025.103474
Tiwari, A. (2024). Urban Educator Preparation Program: Assessing Preservice Teachers’ Preparedness for Inclusive Education. Education and Urban Society, 56(7), 830–846. https://doi.org/10.1177/00131245231220899
Utami, N. A. B. (2025). Exploring Physical Education Teachers’ Perspectives on Inclusive Education in Bandung, Indonesia. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2025.2490591
Van Staden-Payne, I., & Nel, M. (2023). Exploring Factors That Full-Service School Teachers Believe Disable Their Self-Efficacy to Teach in An Inclusive Education System. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1009423
Varcoe, L., & Boyle, C. (2014). Pre-service Primary Teachers’ Attitudes Towards Inclusive Education. Educational Psychology, 34(3), 323–337. https://doi.org/10.1080/01443410.2013.785061
Zegeye, T. G. (2022). Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia. International Journal of Special Education, 37(2), 82–91. https://doi.org/10.52291/ijse.2022.37.42
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Anis Hidayah, Adam Mustakim, Durrotun Nafisah, Suparwoto Sapto Wahono, Moch. Imam Machfudi, Miftah Arifin
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
