Inclusive Education Management for Children with Special Needs: A Qualitative Study of Two Kindergartens in East Lombok

Abstract

Inclusive education is a fundamental approach to ensuring that all children, including those with special needs, have equitable access to quality education without discrimination. The effectiveness of inclusive education depends not only on instructional practices but also on sound educational management encompassing planning, implementation, and evaluation. This study aimed to explore the management of inclusive education for children with special needs at Ummi Adniah NWDI Kindergarten and Pertiwi Selong Kindergarten in East Lombok, Indonesia. A descriptive qualitative approach was employed, involving school principals, classroom teachers, and parents as research participants. Data were collected through semi-structured interviews, classroom observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing and verification. Data trustworthiness was established through source, method, and time triangulation. The findings indicate that inclusive education management in both schools is implemented through interconnected functions of planning, implementation, and evaluation. Planning remains largely based on general instructional planning and has not yet incorporated individualized needs assessments or Individualized Education Programs (IEPs). Inclusive practices are implemented in regular classrooms through instructional adaptations tailored to students' needs; however, these practices are constrained by the absence of Special Education Teachers and limited availability of adaptive learning resources. Evaluation is conducted continuously through observations of children's developmental progress, yet it is not supported by individualized assessment instruments specifically designed for children with special needs. The study concludes that both schools have demonstrated a strong commitment to implementing inclusive education. Nevertheless, strengthening planning processes, support systems, and evaluation mechanisms is essential to establish a more systematic, integrated, and sustainable model of inclusive education management.