Implementation of Inclusive Education of Elementary Schools: a Case Study in Karangmojo Sub-District, Gunungkidul Regency

This study examined: a) school member interactions that reflect an inclusive
culture, b) school policies in promoting inclusion, c) evolving inclusive
practies of elementary schools. This study employed the qualitative
approach, with case study designs. The research was conducted at 7 Inclusive
Inclusice schools in Karangmojo Sub-district. This study reveals that
interaction of school members in creating inclusive culture can be seen from
their efforts to cultivate mutual respect among the school members, big
support and role of the principal in engaging all parties, and partnerships
between school, parents, and community. Policies in promoting inclusive
education can be seen from the procedures of student admissions that are
flexible and non-discriminatory, and the efforts of the school to conduct
accessibility of facilities and infrastructure for the children with special
needs, regular teacher-special assistant teachers collaboration, as well as the
flexibility of curriculum implementation for children with special needs.
Evolving inclusive practies can be seen from identification and assessment
for students suspected to have special needs, applying the curriculum
development for teaching-learning processes, and the provision of school
budget allocations for the development of inclusive education both from
government funds and private funds.