The aim of this study is to map the special education teachers’ (SET) problems in inclusive school. This study used a mixed method research involving 265 SETs as respondents. The variables examined included: (1) SET regulation, (2) SET recruitment process, (3) SET employment status, (4) SET work guidelines, and (5) SET competence. Data were collected using a semi-open questionnaire and a competence scale. The data was analyzed by quantitative and qualitative technique. The results of the study concluded that the existence of SET in inclusive schools still faced problems in terms of regulation, recruitment, employment status, and work guidelines. In addition, the ministerial regulation No. 70 / 2009 about inclusive education has not been implemented optimally in inclusive schools. However, the teachers’ competence (pedagogy, professional, personality, social, and special education competence) of SETs in inclusive schools in Indonesia are mostly in good and adequate category. This study suggests that the government immediately organize the regulation of SET to guarantee the existence of SET in the future. 

Key words: Employment Status, Inclusive School, Recruitment, Regulation, Special Education Teacher, Work
Guideline.