School Management in Managing Inclusive Education at Buduran 2 and 6 Junior High School Sidoarjo, Indonesia
DOI:
https://doi.org/10.56707/ijoerar.v4i2.171Keywords:
Inclusive Education, Inclusive School Management, Multi Site Study, Principal Leadership, School ManagementAbstract
Objective: This study aims to describe and analyze school management in inclusive education management through a multi-site study at Buduran 2 and 6 Junior High School Sidoarjo. Inclusive education provides opportunities for all students, including Students with Disabilities, to obtain quality educational services without discrimination. Method: This research employed a qualitative approach with a multi-site study design. Data were collected through observation, in-depth interviews, and documentation studies involving principals, teachers, education staff, and parents. Data analysis was conducted using the Miles, Huberman, and Saldana model, which includes data condensation, data presentation, and conclusion drawing. Results: The research results show that school management in inclusive education is implemented through planning, organizing, implementing, and evaluating. This includes internalizing an inclusive vision, establishing an inclusive team, developing an adaptive curriculum, implementing differentiated learning, and providing accessible facilities. Novelty: The novelty of this research lies in the disclosure of inclusive school management practices through a multi-site study approach which shows that the professional leadership of the principal plays an important role in integrating school management functions with inclusive values to create an educational environment that is adaptive, tolerant, and supports student diversity.
References
Abdussamad, Z., Triningsih, A., Muhtar, M. H., Lubis, A. F., Widjajanti, W. W., & Agus, D. (2023). Knitting legislative meaning: A review of disability education policy in the law on the national education system and disabilities. Pena Justisia: Media Komunikasi dan Kajian Hukum, 22(3), 355. https://doi.org/10.31941/pj.v22i3.3830
Adanne, E. F. (2024). A meta-analysis of data-driven school leaders and school effectiveness in the 21st century. Journal of Human Resource and Sustainability Studies, 12(1), 204–225. https://doi.org/10.4236/jhrss.2024.121011
Adiba, L. F., Zahruddin, Z., & Bahrissalim, B. (2023). Value-based education to develop attitudes of inclusive education. Jurnal Dimensi Pendidikan dan Pembelajaran, 11(1), 148–153. https://doi.org/10.24269/dpp.v11i1.8258
Ahmad, B., & Ahmad, I. (2024). The interplay between principal’s instructional leadership and teachers’ professional development. Journal for Social Science Archives, 2(2), 1–13. https://doi.org/10.59075/jssa.v2i2.41
Alhusni, H. Z, Prahani, B. K., & Sunarti, T. (2025a). Bibliometric analysis of reflective practices in physics learning. Journal of Law and Bibliometrics Studies, 1(3). https://doi.org/10.63230/jolabis.1.3.103
Alhusni, H. Z., Ramadani, R., & Sunarti, T. (2025b). Simulation technologies in physics learning for education for sustainable development. Journal of Innovative Technology and Sustainability Education, 1(3). https://doi.org/10.63230/jitse.1.3.107
Alhusni, H. Z., Ramadani, R., Prahani, B. K., & Sunarti, T. (2025c). Inquiry-based digital physics learning integrated with glocal wisdom for education for sustainable development. Journal of Innovative Technology and Sustainability Education, 1(3). https://doi.org/10.63230/jitse.1.3.105
Alshahrani, B. (2022). Interaction between students with and without disabilities in inclusive schools from their teachers’ perspective. Journal of Science Education for Students with Disabilities, 25(1), 1–14. https://doi.org/10.14448/jsesd.14.0009
Amali, N. A. K, Mohd Ridzuan, M. U., Rahmat, N. H., Seng, H. Z., & Mustafa, N. C. (2023). Exploring learning environment through Bronfenbrenner’s ecological systems theory. International Journal of Academic Research in Progressive Education and Development, 12(2). https://doi.org/10.6007/IJARPED/v12-i2/16516
Andriana, E., & Evans, D. (2021). Voices of students with intellectual disabilities: Experiences of transition in inclusive schools in Indonesia. British Journal of Learning Disabilities, 49(3), 316–328. https://doi.org/10.1111/bld.12411
Arif, S. A., Butler, L. M., Gettig, J. P., Purnell, M. C., Rosenberg, E., Truong, H.-A., Wade, L., & Grundmann, O. (2023). Taking action towards equity, diversity, and inclusion in the pharmacy curriculum and continuing professional development. American Journal of Pharmaceutical Education, 87(2), Article ajpe8902. https://doi.org/10.5688/ajpe8902
Aryal, R. P., & Aryal, B. (2022). Disability stigma and discrimination in Nepal: A study of Pokhara metropolitan city. Asian Journal of Population Sciences, 23–31. https://doi.org/10.3126/ajps.v1i1.43592
Billah, M., Gassing, A. Q., Bakry, M., Kurniati, K., Haddade, A. W., Syamsuddin, D., Ahmad, L. O. I., & Harakan, A. (2025). Islamic law perspectives and social experiences on stigma toward disabled people in Indonesia. Frontiers in Sociology, 10. https://doi.org/10.3389/fsoc.2025.1479243
Boatright, D., London, M., Soriano, A. J., Westervelt, M., Sanchez, S., Gonzalo, J. D., McDade, W., & Fancher, T. L. (2023). Strategies and best practices to improve diversity, equity, and inclusion among US graduate medical education programs. JAMA Network Open, 6(2), e2255110. https://doi.org/10.1001/jamanetworkopen.2022.55110
Broskowski, E., Triano, S. E., James, K., Betchkal, R., Echols, K. L., Hawks, S., Ogah, O., Nguyen, M., & Meeks, L. M. (2025). The role, challenges, and employment characteristics of disability resource professionals in medical education: A national study. Journal of Medical Education and Curricular Development, 12. https://doi.org/10.1177/23821205251344771
Çelik, Ç., Polat, S., & Esen, E. (2024). The relationship between inclusive leadership and innovative work behavior: The mediating role of inclusive climate and emotional commitment. Research in Educational Administration and Leadership, 9(3), 414–473. https://doi.org/10.30828/real.1420668
Chand, S. P. (2025). Methods of data collection in qualitative research: Interviews, focus groups, observations, and document analysis. Advances in Educational Research and Evaluation, 6(1), 303–317. https://doi.org/10.25082/AERE.2025.01.001
Dayu, M., Lintangesukmanjaya, R. T., & Bergsma, L. N. (2025). The effectiveness of guided inquiry learning model with digital simulations to enhance students’ critical thinking skills in physics. Journal of Digital Physics Education, 1(3).
Efendi, M., Pradipta, R. F., Dewantoro, D. A., Ummah, U. S., Ediyanto, E., & Yasin, M. H. M. (2022). Inclusive education for students with special needs at Indonesian public schools. International Journal of Instruction, 15(2), 967–980. https://doi.org/10.29333/iji.2022.15253a
Elvira, E., Setyawan, H., Sulistiyo, S., Sabariah, S., Rufi’i, R., Harmanto, H., Safrudin, S., Nurkadri, N., Gontara, S. Y., Arien, W., Susanto, S., & Pavlovic, R. (2024). Policy analysis of inclusive schools in physical education: Human resources and infrastructure challenges for students with special needs (Retracted article). Retos, 61, 1371–1383. https://doi.org/10.47197/retos.v61.110166
Hepperlen, R. A., Biggs, J., Mwandileya, W., Rabaey, P., Ngulube, E., & Hearst, M. O. (2021). Using community-based interventions to reduce public stigma of children with disabilities: A feasibility study. Journal of Applied Research in Intellectual Disabilities, 34(6), 1499–1510. https://doi.org/10.1111/jar.12894
Islam, M. (2024). A synergistic faculty leadership collaboration in developing, implementing, and evaluating a doctor of pharmacy curriculum. Pharmacy Education, 24(1), 515–528. https://doi.org/10.46542/pe.2024.241.515528
Josiam, M., Johnson, T., Hall, J., Lee, W., & Pee, C. (2024). Beyond selecting a methodology: Discussing research quality, ethical, and equity considerations in qualitative engineering education research. ASEE Annual Conference Proceedings. https://doi.org/10.18260/1-2--40577
Joubert, C., & Jacobs, S. (2024). Exploring the ripple effect: Learner psycho-social challenges, teacher emotional fatigue, and the role of school social work in South Africa. Discover Education, 3(1), 171. https://doi.org/10.1007/s44217-024-00245-0
Kadriu, E., Destani, N. A., & Uka, A. (2026). Experiences of school psychologists supporting students with special educational needs in inclusive elementary education. Support for Learning, 41(1). https://doi.org/10.1111/1467-9604.70021
Karya, G., Insiatun, I., Rizqianti, N. A., Ningsih, P. K., Ediyanto, E., Sunandar, A., & Iliško, D. (2021). Fulfillment of disability rights based on definitions, legal basis, criteria, and aims of inclusive education in Indonesia. International Journal of Educational Management and Innovation, 2(3), 287. https://doi.org/10.12928/ijemi.v2i3.4093
Kwok, K., & Kwok Lai Yuk Ching, S. (2022). Navigating stigma and discrimination: Experiences of migrant children with special needs in Hong Kong. International Journal of Environmental Research and Public Health, 19(10), 5929. https://doi.org/10.3390/ijerph19105929
Laili, F., & Nisa’, K. (2025). Innovative digital approaches to physics teaching through STEAM integration. Journal of Digitalization in Physics Education, 1(1). https://doi.org/10.63230/dpe.v1n1.38999
Lintangesukmanjaya, R. T., Prahani, B. K., Dwikoranto, & Bergsma, L. N. (2025). Virtual simulation to improve critical thinking skills in physics learning: A bibliometric analysis. Journal of Law and Bibliometrics Studies, 1(1), 43. https://doi.org/10.63230/jolabis.1.1.43
Masrukhi, M., Subban, P. K., Irawan, H., Wijayanti, T., Pramono, D., & Irvan, M. F. (2026). How the implementation of inclusive education shapes students’ civic intelligence. International Journal of Inclusive Education, 1–21. https://doi.org/10.1080/13603116.2026.2615729
Mazayu, N., Sabrina, N., & Jatmiko, B. (2025). Implementation of PJBL-based worksheets with a STEAM approach to improve creative thinking abilities. Journal of Digitalization in Physics Education, 1(1). https://doi.org/10.63230/dpe.v1n1.38997
Mbelu, S. E., & Maguvhe, M. O. (2024). Evaluating the socioecological classroom in full-service schools. Education Sciences, 14(11), 1151. https://doi.org/10.3390/educsci14111151
Melloy, K. J., Cieminski, A., & Sundeen, T. (2022). Preparing administrators to lead inclusive schools. Journal of Research on Leadership Education, 17(4), 358–382. https://doi.org/10.1177/19427751211018498
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
Molina-González, N., Álvarez-Busco, F., Cabrera-Ubilla, C., Villagrán-Pradena, S., Leyton-Álvarez, F., & Guerra-Zúñiga, M. (2024). Key elements for understanding qualitative research. Medwave, 24(10), e2972. https://doi.org/10.5867/medwave.2024.10.2972
Neves, C., Almeida, A. P., & Ferreira, M. (2023). Headteachers and inclusion: Setting the tone for an inclusive school. Education Sciences, 13(2), 129. https://doi.org/10.3390/educsci13020129
Novrizal, N., & Manaf, S. (2024). The policy of inclusive education in Indonesia. Multicultural Islamic Education Review, 2(1), 37–44. https://doi.org/10.23917/mier.v2i1.4297
Prathama, S. K., Kusumaningrum, S. R., & Dewi, R. S. I. (2022). Problems with the implementation of inclusive education policies. SENTRI: Jurnal Riset Ilmiah, 1(4), 986–995. https://doi.org/10.55681/sentri.v1i4.316
Rasmitadila, R., Humaira, M. A., Prasetyo, T., Hasnin, H. D., & Rachmadtullah, R. (2023). Teacher perceptions of inclusive education training. Journal of Education and E-Learning Research, 10(4), 682–688. https://doi.org/10.20448/jeelr.v10i4.5054
Rivana, A., Pao, C., Zahir, R., & Misransyah, M. (2024). The role of school principals in promoting inclusive education. International Journal of Educational Narratives, 2(6), 515–524. https://doi.org/10.70177/ijen.v2i6.1745
Rizaldi, D. F., Habibbulloh, M., & Sya’roni, I. (2025). Bibliometric analysis of science local wisdom using VOSviewer. Journal of Law and Bibliometrics Studies, 1(1), 45. https://doi.org/10.63230/jolabis.1.1.45
Safrizal, S., Yulia, R., & Jumiarti, D. (2022). School readiness analysis to implement inclusive education policy. Jurnal Penelitian dan Evaluasi Pendidikan, 26(1), 1–11. https://doi.org/10.21831/pep.v26i1.45294
Santi, A., Komariah, L., Mulawarman, W. G., Nurlaili, N., Akhmad, A., & Azainil, A. (2025). Strategies for managing facilities and infrastructure in inclusive schools. Research Horizon, 5(3), 933–944. https://doi.org/10.54518/rh.5.3.2025.573
Suja, G., & Elamaran, S. (2024). Challenges of inclusive education in India. Shanlax International Journal of Arts, Science and Humanities, 11(3), 98–104. https://doi.org/10.34293/sijash.v11i3.6905
Thohirin, A., Roesminingsih, M. V., & Handayaningrum, W. (2024). Multi-site study of principal leadership management. IJORER: International Journal of Recent Educational Research, 5(4), 1054–1064. https://doi.org/10.46245/ijorer.v5i4.632
Tuckerman, J., Kaufman, J., & Danchin, M. (2020). How to use qualitative methods for health research. Journal of Paediatrics and Child Health, 56(5), 818–820. https://doi.org/10.1111/jpc.14849
Utari, N. K. S. E. (2023). Positive discipline implementation to improve learning discipline. Jurnal Pendidikan Inklusi Citra Bakti, 1(1), 11–19. https://doi.org/10.38048/jpicb.v1i1.2101
Vivek, R., Nanthagopan, Y., & Piriyatharshan, S. (2023). Theoretical underpinnings of triangulation in qualitative studies. SEEU Review, 18(2), 105–122. https://doi.org/10.2478/seeur-2023-0088
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 International Journal of Emerging Research and Review
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
