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An Investigation into Pre-Service Teachers’ Disability Governing Frameworks: An Attempt to Theoretically Predict the Implementation of Inclusive Education

ABSTRACT This study investigates pre-service teachers’ disability governing frameworks by analysing attitudes towards disability appeared before and after inclusive educational course. The comparison is necessary in twofold. First, the initial governing frameworks serve as benchmark to theoretically predict the implementation of inclusive education if no prior intervention is done by the government. The governing frameworks surfaced after the course serve as data to provide insights and foresee opportunities that can be used to bring participants to the right framework that underpins inclusion. This study, in its methodological approach, relies on unstructured narratives to collect rich and deep data which were then recorded, classified, analysed, compared, and described. Findings reveal that attitudes shared by participants were governed by economic, medical, and religious models of disability. An additional form of religious model surfaced as a result of the course affecting the overall attitudes; however, hints of ableism is still present. Considering the importance of beliefs in teaching practice and the cultural context of where this study was conducted, this study suggests to re-conceptualise the right-based approach by utilising and situating the additional form of religious model within the cultural and political landscape of Indonesia and turning it into the favour of inclusion.