ICoPsy INTERNATIONAL CONFERENCE OF PSYCHOLOGY 2023 Volume 2023 Conference Paper Company Support for Special Needs Education Teachers Resi Shaumia Ratu Eka Permata 1 *, Jati Fatmawiyati 1 , Fadhilah Ramadhani 2 , Rivan Adi Saputra Moniy 3 , Aransha K. N. Putri 3 1 Psychology, State University of Malang, Malang, Indonesia 2 Associate Psychologist, AIDE Consultant Indonesia, Sleman, Indonesia 3 Psychology, Universitas Muhammadiyah Malang, Malang, Indonesia Abstract. Special education teachers have more burnout than other teachers. In many cases, an unsupportive work environment led to stress, followed by burnout and a desire to quit the profession. The way they deliver services to special needs children, require different approaches and treatments than other children, will be impacted by the organization’s lack of support. This study aimed to investigate how Indonesian special needs education teachers perceived organizational support. Focus Group Discussions (FGDs), a qualitative methodology, were used in the study with 10 special education teachers from various regions. The Perceived Organizational Support Scale developed by Rhoades and Eisenberger’s (2002) theory served as the basis for the participant’s questions and discussions. The findings of this study suggested that their employers’ assistance in terms of fairness, supervision support, organizational reward and job conditions was still lacking. Special needs education teachers in private schools and special needs education teachers in public schools have distinct regulatory approaches to staff welfare and health, which has an impact on the performance of taking care of children with special needs. Keywords: Organizational support, Special needs education, Teacher 1. Introduction According to the 2018 Riskesdas National Report, 3.3% of Indonesian minors between the school ages of 5 until 17 years old have a disability [1]. Data from Statistic Center or Badan Pusat Statistik (BPS) shows that there are approximately 0.79% or 650 thousand children with disabilities among the 84.4 million Indonesian children in 2020 [2]. Mean- while, education for children with special needs has been the focus of developments in the Indonesian government since 2009 in the inclusive education system [3]. Regu- lations and implementation are contained in the Minister of National Education of the Republic of Indonesia No. 70 of 2009, as a basis for implementing inclusive education for special needs children in Indonesia [4]. How to cite this article: Resi Shaumia Ratu Eka Permata*, Jati Fatmawiyati, Fadhilah Ramadhani, Rivan Adi Saputra Moniy, Aransha K. N. Putri, (2023), “Company Support for Special Needs Education Teachers” in INTERNATIONAL CONFERENCE OF PSYCHOLOGY 2023, KnE Life Sciences, pages 402–412. DOI 10.18502/kss.v8i19.14389 Page 402 Corresponding Author: Resi Shaumia Ratu Eka Permata; email: resi.shaumia.fpsi@um.ac.id Published 19 October 2023 Publishing services provided by Knowledge E Permata et al. This article is distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use and redistribution provided that the original author and source are credited. Selection and Peer-review under the responsibility of the ICoPsy Conference Committee.