Empowering Inclusive Education: Management Practices in Pilot Elementary Schools for Inclusion
Empowering Inclusive Education: Management Practices in Pilot Elementary Schools for Inclusion

Summary/Abstract: Background/purpose. This study aims to describe an in-depth implementation of inclusive education management in pilot elementary schools for inclusion in Indonesia. Materials/methods. This research is a qualitative method with a case study approach. The research sample consisted of 2 elementary schools, 50 students, 10 teachers, and 2 school principals who were selected using purposive sampling and snowball sampling techniques. Data collection techniques used were non-participant observation, structured in-depth interviews, and documentation. The research data analysis techniques include (1) data preparation; (2) developing a general sense; (3) data coding; (4) creating themes; and (5) interpreting the data. Results. The research results indicate that curriculum management in inclusive education encompasses planning, implementation, and evaluation of learning. Student management involves admissions procedures, student activities, and school policies that support inclusivity. Financing management includes budget allocation, program evaluation, monitoring, and reporting to ensure sustainability. The management of educators and educational staff focuses on recruitment, professional development, and performance evaluation. Community relations are fostered through planning, implementation, and evaluation of school programs that actively involve the community and provide open channels for public aspirations. Facilities and infrastructure management covers procurement, maintenance, inventory, and the establishment of a dedicated team for implementing inclusive resources. Special services management includes initial assessments, support from teachers and psychologists, targeted treatments, therapy sessions, home programs, and home visits to address students' diverse needs effectively. Conclusion. This study can be concluded that the management of inclusive education has been carried out properly and thoroughly.

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