Dalam Peraturan Menteri Pendidikan Nasional Nomor 70 Tahun 2009 tentang pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki kecerdasan atau bakat istimewa, pemerintah kabupaten/kota menunjuk minimal satu sekolah inklusi dalam setiap kecamatan, dikarenakan belum terdapat sekolah inklusi di Kota Tarakan maka dari itu keberadaan sekolah inklusi di kota Tarakan sangat diperlukan, agar anak berkebutuhan khusus yang masih bisa ditangani bisa mendapatkan hak pendidikan di sekolah regular, kesiapan guru dalam program inklusi ini sangat penting agar program inklusi berjalan dengan semestinya sesuai tujuan yang ingin dicapai dengan aspek kesiapan sikap dan emosi, kesiapan kognitif dan kesiapan berprilaku. Tujuan penelitian ini untuk mengetahui kesiapan guru sekolah menengah atas negeri yang ada di kota Tarakan dalam persiapan program Inklusi. Penelitian ini menggunakan penelitian kualitatif dengan pendekatan dekriptif dan informan penelitian terdiri dari 9 subjek diantaranya kepala sekolah, guru bimbingan dan konseling serta guru mata pelajaran. Teknik pengumpulan data dalam penelitian ini adalah wawancara dan dokumentasi. Adapun teknik analisis data, menggunakan metode Miles dan Huberman: reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menemukan bahwa kesiapan sikap dan emosi hanya dua guru yang siap karena sudah memiliki pengalaman mengikuti pelatihan inklusi, sisanya menyatakan belum siap karena belum memahami tentang program inklusi. Pada aspek kognitif hanya dua guru yang siap karena telah memahami metode pelajaran dan proses pembelajaran pada program inklusi melalui pelatihan, sisanya terdapat guru yang belum siap karena belum memiliki pengalaman dan pemahaman terhadap inklusi. Pada aspek berperilaku guru-guru memiliki kesiapan dalam melakukan kerja sama dengan instansi manapun untuk meningkatkan kreativitas anak berkebutuhan khusus.

Kata Kunci: Kesiapan Guru, Inklusi

According to the Minister of National Education's Order No. 70 of 2009 on Inclusive Education for Disabled and Gifted Students, district govemments are required to establish at least one inclusive school in each sub-district. As there are currently no inclusive schools in Tarakan City. it is crucial to establish them to give children with special needs the opportunity to be educated in mainstream schools, provided they can be accommodated Teacher readiness is a key factor in ensuring the success of this inclusion program. With emphasis on attitudinal, emotional, cognitive, and behavioral readiness. The aim of this study was to assess the preparedness of public high school teachers in Tarakan city for the Inclusion program. Qualitative research with a descriptive approach was employed, and the research included 9 subjects. comprising principals, counseling guidance teachers, and subject teachers. Data was collected through interviews and documentation. Regarding data analysis techniques. the Miles and Huberman method is used. which involves data reduction, data presentation, and conclusion drawing. The study revealed that the teachers' readiness to implement the inclusion program vaned. Only two teachers were ready in terns of their attitudes and emotions, as they had previous e.xperience of inclusion training The remaining teachers stated they needed more time to be ready due to their lack of understanding of the inclusion program. Regarding the cognitive aspect, only two teachers were prepared as they had received training on the inclusion program's lesson methods and learning process The remaining teachers were unprepared due to their lack of experience and understanding of inclusion. As for the behavioral aspect, the teachers are willing to collaborate with any agency to enhance the creativity of children mth special needs Keywords: Teacher Readiness, Inclusion