The research findings have demonstrated that teachers have become the most important factor in the successful implementation of inclusive education (Campbell, Gilmore, & Cuskelly, 2003; Forlin & Chambers, 2011). It is argued that teachers’ knowledge and skills have been identified as prerequisites for inclusive teachers (e.g., Forlin, 2010) as well as positive attitudes (Cook, 2002). The formation of teachers’ positive attitude towards inclusion partly relates to the quality of training received (Sari, 2007). Teachers who have received inclusive educational courses were more likely to have positive attitudes towards inclusion (Avramidis & Norwich 2002) and towards students with special educational needs (SEN) (Campbell et al., 2003). Moreover, previous studies reported that teachers were more favorable towards inclusion after completing trainings which focused on combination of attitude change, knowledge and skill required (Lancaster & Bain, 2010). 

Following the movement towards inclusive education, the Indonesia government has supported the importance of equipping regular teachers with the knowledge and skills to cater the needs of children with diverse needs. With the support from NGOs, such as Braillo Norway and Helen Keller International (HKI), the Government has organized in-service courses for regular teachers working within inclusive classrooms. There are more 2,000 teachers have been provided with in-service training in six provinces since 2003 (Inclusive Education: Opportunities for Vulnerable Children, n.d.). However, as the growing number of regular schools has started to include children with SEN, many more teachers are still not trained yet. This may emphasize the need of adequate preparation in order to change attitudes and enhance the competency of teachers to provide educational services within inclusive settings. In order to prepare teachers in educating students with SEN in Indonesia, the following research question will be answered in this study: what is the impact of the in-service training on inclusive education has on regular teachers’ attitude towards the inclusion, as well as their knowledge and skills related to inclusive education?

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