The findings are significant because inclusive education involves more than placing children with special needs in regular classrooms. Schools must also adjust their institutional policies, teaching practices, learning materials, assessment systems, and support services so students can participate meaningfully in the learning process.
Inclusive Education Requires a School-Wide System
Inclusive education is designed to provide equitable learning opportunities for all children regardless of their physical or intellectual conditions. However, Fitriyani’s research highlights a persistent challenge: many schools may have policies supporting inclusion but lack the organizational readiness, infrastructure, and internal systems needed to implement those policies effectively.
How the Research Was Conducted
Evi Fitriyani used a qualitative descriptive case-study approach. The fieldwork took place over three months, from December 2025 through February 2026.
The research involved a range of stakeholders: one school principal, one head of special companion teachers, three special companion teachers, two child psychologists, three parents of children with special needs, and 10 students.
Fitriyani collected information through interviews, direct classroom observations, and analysis of school documents. These documents included Individualized Education Programs (IEP/PPI), internal school policies, and monitoring reports.
The information was then organized thematically, with the researchers using Atlas.ai to assist with data organization. The analysis followed a process of collecting, reducing, displaying, and interpreting qualitative data. Source and method triangulation were also used to strengthen the credibility of the findings.
Four-Part Management Cycle Drives Inclusion
The research identified four interconnected stages in the school’s inclusive education management system: planning, implementation, monitoring and evaluation, and follow-up.
First, needs are identified before learning begins. The school brings together teachers, parents, psychologists, and school leadership to understand each student’s cognitive, sensory, academic, and socio-emotional characteristics. This information becomes the basis for developing an Individualized Education Program or IEP/PPI.
Second, the curriculum is adapted to individual capabilities. The IEP/PPI functions as a practical blueprint for modifying learning materials, teaching methods, task complexity, and assessment criteria. Regular teachers and special companion teachers also have clearly divided responsibilities.
Third, classroom instruction remains flexible. Teachers and special companion teachers adjust lesson materials, task volumes, time allocations, and assessment rubrics according to students’ abilities. Instruction can involve step-by-step explanations, visual aids, concrete objects, repeated explanations, direct tutoring, and positive reinforcement.
For students requiring more intensive emotional, behavioral, or motor support, the school also uses a specialized pull-out room. This allows students to receive additional intervention while remaining part of the broader school environment.
Fourth, evaluation covers more than academic scores. The school continuously monitors academic progress alongside communication, social interaction, emotional regulation, behavior, and personal independence. Parents and psychologists participate in the evaluation process, helping the school compare information from both school and home environments.
Evaluation Becomes a Tool for Continuous Improvement
One of the study’s most important findings is that evaluation does not function merely as an administrative activity at the end of a program. Instead, evaluation results directly influence the next stage of educational planning.
If a student’s needs or abilities change, teachers can revise the IEP/PPI, simplify tasks, change learning media, modify teaching approaches, or adjust assessment methods. Parents are also kept involved so that support provided at home remains consistent with school interventions.
At the institutional level, the school can strengthen teacher competencies through workshops and improve facilities and specialized learning spaces.
Fitriyani’s findings therefore suggest that inclusive education should be treated as a continuous management cycle rather than a one-time classroom adjustment. The approach shifts the responsibility for adaptation toward the school system instead of expecting students with special needs to simply adjust to a standardized learning environment. The research describes this integrated model as a potential managerial blueprint for other schools seeking to strengthen inclusive education.
Implications for Schools and Education Policy
For schools, the findings point to several practical priorities: establish systematic needs assessments, develop individualized learning programs, strengthen cooperation between classroom teachers and special companion teachers, provide adaptive learning materials, and maintain regular communication with families and psychologists.
For policymakers, the study highlights the importance of supporting inclusive education through institutional capacity rather than relying solely on national policy directives. Schools need appropriate resources, trained personnel, clear internal policies, and mechanisms for continuous evaluation.
However, Fitriyani cautions that the findings should not automatically be generalized to every primary school. The research examined only one institution and relied primarily on qualitative evidence. Further research involving multiple schools, different regions, and quantitative measures would be needed to assess the broader effectiveness and long-term impact of the model.
Author Profile
Evi Fitriyani is affiliated with Universitas Pendidikan Guru Republik Indonesia Semarang. Her research in this article focuses on inclusive education management, adaptive learning ecosystems, primary education, and educational services for children with special needs. The journal article does not state Fitriyani’s academic degree, so no degree is added here to avoid introducing unsupported information.
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