Inclusive Education in Indonesia: Implementation and Challenges in Public Primary School Contexts

Abstract

This study examines the implementation and challenges of inclusive education in Indonesian public primary schools. Despite progressive national policies and international commitments, inclusive education remains inconsistently practiced across the country. Using a qualitative, document-based approach, this study analyzes the intersection of policy, pedagogy, and socio-cultural factors. Findings show that while schools are officially designated as inclusive, many lack the necessary training, infrastructure, and pedagogical adaptation to support diverse learners. Barriers include limited teacher preparation, cultural stigma toward disability, rigid curricula, and fragmented policy execution. The research employs theoretical models including the social model of disability, the Index for Inclusion, and ecological systems theory to frame its analysis. The study concludes that meaningful inclusion requires systemic transformation, including localized policy support, professional development, and community engagement. It contributes both theoretical refinement and practical strategies for advancing inclusive practices within Indonesian educational systems.