Keywords
Inclusive Education
Inclusive Policy Implementation
Teacher Competence
Teacher Perception
How to Cite
Abstract
Background: Inclusive education promotes equitable learning opportunities for students with special needs within regular classrooms through adaptive pedagogy and supportive learning environments. Despite growing policy support, many elementary schools still encounter challenges translating inclusive principles into practical and sustainable classroom practices, particularly in contexts with limited infrastructure, professional training, and institutional resources.
Aims: This study aimed to evaluate the implementation of inclusive education policy and examine how inclusive practices are enacted through teaching strategies, classroom interactions, and school support systems at the elementary school level.
Methods: A qualitative descriptive case study was conducted at one public elementary school involving the principal and teachers selected through purposive sampling. Data were collected through classroom observations, semi structured interviews, and document analysis, then analyzed using thematic analysis to identify patterns related to accessibility, instructional practice, interpersonal interaction, and institutional support.
Result: The findings indicate that inclusive practices were initiated through empathetic teacher attitudes, flexible classroom interactions, and supportive peer relationships. However, accessibility limitations, undifferentiated instruction, lack of structured training, and insufficient institutional resources constrained meaningful participation for students with special needs.
Conclusion: Inclusive education requires integrated pedagogical competence, accessible environments, and systemic collaboration to transform policy intentions into sustainable classroom practice and future educational innovation grounded in humane inclusive values.
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