Implementing Inclusive Education in Urban Indonesian Elementary Schools: Regular Classroom Services and Teachers’ Adaptation Strategies

Abstract

Inclusive education has been mandated in Indonesia, yet its implementation in regular elementary classrooms remains uneven, particularly in relation to teacher readiness, classroom adaptation, and support for students with special educational needs. This study explored how inclusive education is enacted in urban Indonesian elementary schools and how teachers adapt regular classroom services. A qualitative multiple-case study was conducted in two public elementary schools in Jakarta with official inclusive-school status. Data were collected through four weeks of classroom observation, in-depth interviews with 10 informants, including principals, classroom teachers, special needs teachers, and parents, and analysis of school documents. The data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings show that inclusive education was supported by strong institutional commitment from principals and teachers, as reflected in school policies, teacher collaboration, and the development of Individualized Education Programs. However, implementation was constrained by a limited number of special needs teachers, insufficient practical training, and varied understanding of inclusion among school staff. Classroom adaptations were mostly ad-hoc and improvisational, with dominant strategies including content simplification, modified learning objectives, visual support, peer assistance, and basic competency substitution. Inclusive education in regular classrooms requires more than policy compliance. Systematic teacher training, structured collaboration, adequate special education support, and consistent monitoring of adaptation practices are essential to ensure meaningful participation and equitable learning opportunities for all students.