Improvement of Teacher Competence in Special Schools for Deaf and Intellectually Disabled Children to Enhance the Quality of Inclusive Education

This research aims to analyze the human resource management (HRM) strategy at Fadhilah Special School for children with hearing impairment and intellectual disabilities in an effort to improve the quality of inclusive education. Fadhilah Special School serves 17 special needs students consisting of 8 hearing-impaired students and 9 intellectually disabled students, but it only has 5 educators, some of whom do not yet possess special competencies or certification in Special Education (PLB). This research employs a descriptive qualitative approach with a case study method and data collection techniques through interviews, observations, and documentation. The findings indicate that HRM still faces several challenges, such as: a lack of professional teachers, irregular training, an evaluation system that is not yet based on measurable performance indicators, and limitations in learning support facilities. Nevertheless, there is an initiative from the school principal to improve the work climate and internal communication. The main focus of this research is to formulate a systematic human resource management strategy, starting from recruitment, training, mentoring, to evaluation, as a foundation for enhancing the quality of inclusive education. This research is expected to provide theoretical and practical contributions to strengthening human resource management in special needs schools that have similar characteristics