Implementation of Inclusive Education for Students with Special Needs at SDS De Green Camp

Abstract

Inclusive education provides equal learning opportunities for children with special needs alongside their peers in the same educational environment. This study is necessary because many schools still encounter challenges in implementing inclusive education, particularly regarding policy, human resource readiness, and supporting facilities. Unlike previous studies that primarily focused on learning effectiveness or teachers' roles, this research comprehensively examines the implementation of inclusive education through three key dimensions: policy and planning, human resources and facilities, and participation and collaboration, using Daniel B. Hallahan's theoretical perspective. This study employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The participants included the principal, inclusion coordinator, special education assistant teacher, and parents of students with special needs at SDS De Green Camp Tanjungpinang. The findings reveal that the school has implemented inclusive education through initial assessments, support from special education teachers, Individualized Education Programs (IEPs), and collaboration with parents and psychologists. However, the limited number of trained teachers and the absence of on-site therapeutic services remain significant challenges. These findings provide practical insights for schools and policymakers to strengthen the sustainable implementation of inclusive education.