The Management of Inclusive Education for Students with Special Needs in Primary Schools

Abstract

The success of the inclusive education program at SDN 31 Mataram
Elementary School depends on the support of professional human resources in
executing school operations. This study explores the management of inclusive
education at SDN 31 Mataram. A qualitative descriptive method was
employed, with data collected through observation, interviews, and
documentation. The research subjects included the vice principal, homeroom
teachers, special education support teachers (GPK), and parents of students.
The findings reveal that: (1) The principal’s program in implementing inclusive
education is reflected through teacher training, the open admission of students
with special needs, curriculum modification, and efforts to provide facilities
and infrastructure tailored to student needs. (2) The management of inclusive
education is demonstrated by the availability of only one special education
teacher for students with special needs and a curriculum adapted to meet
individual needs. (3) The main challenges in implementing inclusive education
include limited financial resources, inadequate facilities and infrastructure, and
a shortage of special education support teachers.