Management Strategy of Inclusive Education in Indonesian Junior High Schools: Voices from Teachers and School Leaders

Abstract

Inclusive education in Indonesia faces complex challenges that require a strategic approach and a thorough understanding. Although many studies have addressed aspects such as teacher attitudes and the role of parents, research that discusses on an inclusive education strategy management remains limited. Using Wheelen et al., (2021)’s framework, this study investigates the teachers and school leaders’ perceptions of the inclusive education management strategy in two junior high schools in Bandarlampung, Indonesia. The data for this descriptive qualitative research were obtained through in-depth interviews. The results show five main strategies: 1) environmental scanning, internal and external environmental analysis through a SWOT analysis; 2) formulation of strategies that include vision, mission, and short-medium-long term planning; 3) implementation of strategies through inclusion policies, teacher training, socialization, budget allocation, and motivation for inclusion students; and 4) strategy evaluation through data measurement and analysis, and 5) modification as the feedback to ensure that the implemented strategy remains relevant and effective. These findings suggest that schools develop a comprehensive inclusion management strategy that involves all stakeholders. Teachers are expected to play an active role in creating a collaborative learning environment and supporting the success of inclusive education in a sustainable manner.