Resource Center (PSB) "PUSPA": Role in the Assessment Process Admission of New Students with Special Needs (PPDB) in Inclusive Schools

Abstract

This descriptive qualitative research examines the role of the Resource Center (PSB) “PUSPA” in the Student Admission (PPDB) Assessment process for Children with Special Needs (ABK) at Al Firdaus Inclusion Elementary School Surakarta. The background issue is the existing barriers in inclusive PPDB in Indonesia, where assessment is often administrative, non-comprehensive, and subjective, leading to inappropriate interventions. The presence of a Resource Center is considered strategic6 for building organizational capacity and support. The study's findings indicate that PSB “PUSPA” plays a transformational role as an organizational catalyst, shifting the PPDB process from merely administrative to an integrated biopsychosocial mechanism. Its primary role is coordinating multidisciplinary assessment and proactive intervention planning. The assessment strategy shifts from screening to mapping and planning, supported by a centralized structure (hub) and a collaborative system involving parents. The core value adopted is a strength-based education approach, supported by diagnostic assessment skills and Individualized Learning Plans (PPI/SMART Plan). In conclusion, PSB “PUSPA” successfully reformulates the PPDB assessment into an integrated mechanism, strengthened by the alignment of organizational elements (McKinsey 7S). This innovation shifts the paradigm from selection to planning, which reinforces organizational cohesion, professional legitimacy, and equity in inclusive practice. This model demonstrates that inclusivity is a managerial and organizational issue requiring a structured system and a strength-based approach.