Meeting the challenges of accessibility for science inclusive classrooms: Indonesia's portrait

There is no one-size-fits-all answer to supporting a student’s learning needs. However, accessibility for every student to achieve the same learning goals is critical to an inclusive environment. Seven participants from three Schools Providing Inclusive Education (SPIE): viz Cerdas, Pintar, and Pandai in Yogyakarta Indonesia were selected purposively and interviewed to share thoughts and experiences about meeting the challenge of learning accessibility for students with disabilities (SWD) in science. Each participant was invited to consider how learning was achieved and what means were provided to help students learn. Data were analysed systematically, and three themes emerged viz: inclusive pedagogy, inclusive content and inclusive technology. Findings indicated that although a science syllabus was made available, expectations for SWD were set low and learning objectives illdefined. Although time to co-plan was limited, a collaborative teaching approach existed in Pandai where teachers were found co-creating different worksheets to meet a given student’s need. Teachers in Cerdas and Pintar indicated that they had no time to either vary or accommodate for different modalities in learning science. Although all teachers understood how SWD need interaction with different tools, only teachers at Pintar and Pandai were utilising assistive technologies to help SWD in learning science.