Teachers' Self-Acceptance Regarding the Conditions of Children with Special Needs

Abstract

This study was motivated by the limited number of teachers with a background in Special Education (PLB) in many private special schools (SLB) in Indonesia, which compels schools to recruit teachers from non-special education fields. Consequently, these teachers face various challenges arising from both internal and external factors. This study employs a qualitative case study design. The study's subjects are the teaching staff at a private special school in Ngunut, Tulungagung. Data collection involved in-depth interviews and observation techniques. The study participants consist of three teachers with diverse academic backgrounds: Islamic Counseling and Guidance (BKI), Early Childhood Teacher Education (PG-PAUD), and Physics Education (Tadris Fisika). The results indicate that the primary challenges include difficulties in managing student characteristics, communication issues, and personal constraints. These findings highlight the importance of self-acceptance among teachers—specifically, the ability to accept and respect their students' unique circumstances fully.