Barriers to Effective Policy Implementation for Inclusive Education in Primary Schools

Abstract

This descriptive qualitative study investigates the inherent challenges hindering the effective implementation of inclusive education policies at SDN 2 Denggen, specifically focusing on obstacles encountered when providing services for students with special needs (SSNs). Data collection was conducted at the school using observation, interviews, and documentation, drawing from primary informants (the principal, teachers, and SSN parents) and secondary sources (school documents and relevant regulations).The findings reveal that the local implementation of inclusive education faces interrelated systemic barriers. Key obstacles include limited teacher capacity and understanding, a pervasive lack of school preparedness, inadequate physical infrastructure, and misperceptions among various stakeholders. These factors collectively contribute to the suboptimal management of SSNs. The study concludes that strengthening inclusive education requires targeted intervention, primarily through increasing teacher professional development, providing essential supporting facilities, and securing strong administrative support from policymakers. Ultimately, the research recommends that local governments and schools prioritize providing comprehensive support for the program's success.