Efl Teachers’ Experiences On Adapting Blended Learning For Secondary Inclusive Education In Indonesia

Abstract

The purpose of this study is to better understand teachers' attitudes, perceived obstacles, and impediments to implementing inclusion, particularly in English classrooms employing blended learning activities. This study was intended to be a narrative study. Mrs. Beatrix, an EFL teacher from one of Amuntai's secondary schools, participated in this study. She has been teaching for ten years and has worked directly with students with special education needs for the last five years. The data was collected through interviews. This study repeated the participant's stories from a series of her teaching experiences and merged the participant's description into a narrative story. The findings reveal that teachers' teaching techniques, learning resources, and school and government support are all extremely significant in the effective implementation of inclusive education. Mrs. Beatrix's inclusive education attitudes played an essential part in understanding students with special education needs and the attitudes that must be confronted while dealing with regular students and students with special education needs. Mrs. Beatrix, on the other hand, still has several problems in adopting blended learning in the inclusive classroom, one of which is the family economic factor. After all, she pledged to study more about blended learning and how to teach it in inclusive classrooms or other regular classes.