Manajemen Pendidikan Inklusi di Kota Yogyakarta

Abstract

Inclusive education is an effort to provide equal learning opportunities for all students, including children with special needs, in regular schools. Although it has been supported by various policies and regulations, the implementation of inclusive education in elementary schools still faces several challenges, such as the limited number of special assistant teachers, teachers’ readiness in implementing inclusive learning, and limited facilities and infrastructure. This study aims to examine student assistance, teacher readiness, preparation of learning materials, and the availability of facilities and infrastructure in supporting the success of inclusive education in two elementary schools in Yogyakarta City. This research uses a qualitative approach through interviews with school principals, classroom teachers, Special Assistant Teachers (GPK), educational staff, parents of children with special needs, and parents of regular students. The results show that student assistance is carried out through joint learning in regular classrooms by classroom teachers and GPK, as well as through pull-out services in the inclusion room. The preparation of learning materials is conducted through the development of differentiated teaching modules based on the Merdeka Curriculum. The success of inclusive education is influenced by support from the Disability Service Unit, the availability of GPK, collaboration among school members, external partnerships, and adequate facilities and infrastructure.