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Pengumpulan data dilakukan lewat wawancara semi-terstruktur dengan kepala sekolah dan guru kelas yang menangani siswa berkebutuhan khusus (ABK). Temuan menunjukkan adanya tantangan signifikan, yakni ketiadaan kebijakan khusus, PPDB yang belum terstandarisasi, kurikulum belum beradaptasi, fasilitas terbatas, kurangnya pelatihan guru, serta kolaborasi eksternal yang minim. Studi merekomendasikan penguatan pengelolaan inklusi, peningkatan kompetensi guru melalui pelatihan berkelanjutan, penyediaan fasilitas memadai, dan penguatan kerja sama dengan orang tua maupun pihak eksternal.",{"@graph":63,"@context":120},[64,81,103],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,72,75,78],{"item":68,"name":69,"@type":70,"position":71},"https://docshare.wps.com","Home","ListItem",1,{"item":73,"name":9,"@type":70,"position":74},"https://docshare.wps.com/id/document/",2,{"item":76,"name":31,"@type":70,"position":77},"https://docshare.wps.com/id/document/penelitian-laporan/",3,{"item":79,"name":59,"@type":70,"position":80},"https://docshare.wps.com/id/document/portrait-of-inclusive-education-management-model/199670/",4,{"url":79,"name":59,"@type":82,"image":83,"author":88,"headline":59,"publisher":91,"fileFormat":94,"inLanguage":57,"description":61,"dateModified":95,"datePublished":96,"encodingFormat":94,"isAccessibleForFree":97,"interactionStatistic":98},"DigitalDocument",{"url":84,"@type":85,"width":86,"height":87},"https://docshare.wps.com/thumbnails/portrait-of-inclusive-education-management-model/199670.png","ImageObject",300,407,{"name":89,"@type":90},"Seraphina","Person",{"url":68,"name":92,"@type":93},"DocShare","Organization","application/pdf","2026-10-04","2026-09-04",true,{"@type":99,"interactionType":100,"userInteractionCount":102},"InteractionCounter",{"@type":101},"ViewAction",6,{"@type":104,"mainEntity":105},"FAQPage",[106,112,116],{"name":107,"@type":108,"acceptedAnswer":109},"Apa tujuan pendidikan yang dibahas pada bagian pendahuluan?","Question",{"text":110,"@type":111},"Pendahuluan menjelaskan pendidikan sebagai proses pemberian usaha, pengaruh, perlindungan, dan bantuan untuk mengarahkan kecerdasan materi, etika, perilaku sosial, cara berinteraksi, serta pengelolaan emosi anak.","Answer",{"name":113,"@type":108,"acceptedAnswer":114},"Apa tantangan utama implementasi pendidikan inklusif di SD IKIP I Makassar?",{"text":115,"@type":111},"Sekolah belum memiliki kebijakan tertulis yang memadai untuk ABK, penerimaan dan proses PPDB belum terstandarisasi, kurikulum belum diadaptasi, fasilitas terbatas, guru belum mendapat pelatihan khusus, dan kolaborasi dengan pihak eksternal minim.",{"name":117,"@type":108,"acceptedAnswer":118},"Apa rekomendasi yang diajukan untuk memperkuat pendidikan inklusif?",{"text":119,"@type":111},"Penelitian merekomendasikan pengembangan serta implementasi kebijakan inklusif yang komprehensif, peningkatan kompetensi guru melalui pelatihan berkelanjutan, penyediaan fasilitas yang memadai, dan penguatan kerja sama dengan orang tua serta pihak eksternal.","https://schema.org",{"og:url":79,"og:type":122,"og:title":59,"og:site_name":92,"og:description":61},"article",{"robots":124,"canonical":79},"index,follow",{"doc_id":126,"site_id":56},199670,1788506678,{"code":4,"msg":5,"data":129},{"doc_id":126,"user_id":130,"nickname":89,"user_avatar":131,"doc_module":4,"category_id":30,"category_name":31,"doc_title":59,"doc_description":61,"doc_content":132,"file_id":133,"file_url":134,"file_type":135,"file_size":136,"view_count":102,"is_deleted":4,"is_public":71,"is_downloadable":71,"audit_status":71,"page_count":137,"language":138,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":61,"update_tm":127,"read_time":142},962075114101,"https://ap-avatar.wpscdn.com/avatar/e000253a75eb197efd?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780044092746381165","POTRET MODEL PENGELOLAAN PENDIDIKAN UNKLUSI  \nNurwahidah 1, Nur Ilma Kusjayanti 2 , Ahlun Ansar 3 , Muh. Fadhl Al-jentak 4 ,  \nArismunandar 5  \nUniversitas Negeri Makassar 1  \nUniversitas Negeri Makassar 2  \nUniversitas Negeri Makassar 3  \nUniversitas Negeri Makassar 4  \nUniversitas Negeri Makassar 5  \n[Alamat e-mail :](Alamat e-mail :1 nurwahidahhh2327@gmail.com)[1](Alamat e-mail :1 nurwahidahhh2327@gmail.com)[ ](Alamat e-mail :1 nurwahidahhh2327@gmail.com)[nurwahidahhh2327@gmail.com](Alamat e-mail :1 nurwahidahhh2327@gmail.com)[ ](Alamat e-mail :1 nurwahidahhh2327@gmail.com)Alamat e-mail :2 nuri[lmakusjayanti12@gmail.com](lmakusjayanti12@gmail.com) ,[3](3 ahlunansar@unm.ac.id)[ ](3 ahlunansar@unm.ac.id)[ahlunansar@unm.ac.id](3 ahlunansar@unm.ac.id),4 [muhfadhldgtarang@gmail.com](muhfadhldgtarang@gmail.com) , [5](5 arismunandar@unm.ac.id)[ ](5 arismunandar@unm.ac.id)[arismunandar@unm.ac.id](5 arismunandar@unm.ac.id)  \nABSTRACT  \nEducation is a fundamental right for every citizen, including children with special needs (ABk), which is expressly mandated in Law no. 20 of 2003 concerning the national education system. This study was designed to delve deeper into the implementation of inclusive education at the UPT SPF SDN IKIP I Makassar City. Using a descriptive qualitative approach, data were collected through semistructured interviews with the principal and class teachers who handle students with special needs (ABK). The research findings indicate that the implementation of inclusive education still faces significant challenges, such as the absence of specific policies, an unstandardized PPDB process, an unadapted curriculum, limited facilities, a lack of teacher training, and minimal collaboration with external parties. These findings indicate the need to strengthen the management of inclusive education, improve the quality of human resources, provide adequate facilities, and strengthen collaboration with parents and external parties. This study recommends the development and implementation of comprehensive inclusive policies and the improvement of teacher competency through continuous training.  \nKeywords: Inclusive Education, Implementation, Children with Special Needs  \nABSTRAK  \nPendidikan adalah hak fundamental bagi setiap warga negara, termasuk anak yang berkebutuhan khusus (ABk), yang secara tegas di amanatkan dalam UU no. 20 tahun 2003 tentang system pendidikan nasional. Penelitian ini di rancang untuk menggali lebih dalam implementasi pendidikan inklusif di UPT SPF SDN IKIP I Kota Makassar . Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melaluiwawancara semi-terstruktur dengan kepala sekolah dan guru kelas yang menangani siswa berkebutuhan khusus (ABK) . Temuan penelitian menunjukkan bahwa implementasi pendidikan inklusif masih menghadapi tantangan signifikan, seperti tidak adanya kebijakan khusus, proses PPDB yang belum terstandarisasi, kurikulum yang belum diadaptasi, fasilitas yang terbatas, kurangnya pelatihan guru, dan minimnya kolaborasi dengan pihak eksternal. Temuan ini mengindikasikan perlunya penguatan pengelolaan pendidikan inklusif, peningkatan kualitas sumber  \ndaya manusia, penyediaan fasilitas yang memadai, dan penguatan kolaborasidengan orang tua dan pihak eksternal. Penelitian ini merekomendasikan pengembangan dan implementasi kebijakan inklusif yang komprehensif sertapeningkatan kompetensi guru melalui pelatihan berkelanjutan.  \nKata Kunci: Pendidikan inklusi, implemenktasi, Anak Berkebutuhan khusus  \nA. Pendahuluan (12 pt dan Bold)  \nPendidikan adalah proses memberikan usaha, pengaruh, perlindungan dan bantuan kepadaanak. Bantuan ini bertujuan untukmengarahkan dan membinakecerdasan materi, etika, perilakusosial, cara berinteraksi, sertapengelolaan emosi pada anak. Dengan demikian, anak diharapkandapat menyesuaikan diri denganaturan sosial di sekitarnya (Sholawati, 2019) . Dengan mendapatkan pendidikan individu bisa memperoleh pengetahuan, sikap positif, nilai-nilai dan keterampilan","cbCaiune6lyqfjkF","https://ap.wps.com/l/cbCaiune6lyqfjkF","pdf",106179,11,"Indonesian","# A. Pendahuluan\n## Latar belakang pendidikan dan hak ABK\n## Tantangan implementasi di SD IKIP I Makassar\n## Acuan kebijakan Permendiknas 70 Tahun 2009\n## Kondisi sekolah: kebijakan, kurikulum, fasilitas, pelatihan, kerja sama","[{\"question\":\"Apa tujuan pendidikan yang dibahas pada bagian pendahuluan?\",\"answer\":\"Pendahuluan menjelaskan pendidikan sebagai proses pemberian usaha, pengaruh, perlindungan, dan bantuan untuk mengarahkan kecerdasan materi, etika, perilaku sosial, cara berinteraksi, serta pengelolaan emosi anak.\"},{\"question\":\"Apa tantangan utama implementasi pendidikan inklusif di SD IKIP I Makassar?\",\"answer\":\"Sekolah belum memiliki kebijakan tertulis yang memadai untuk ABK, penerimaan dan proses PPDB belum terstandarisasi, kurikulum belum diadaptasi, fasilitas terbatas, guru belum mendapat pelatihan khusus, dan kolaborasi dengan pihak eksternal minim.\"},{\"question\":\"Apa rekomendasi yang diajukan untuk memperkuat pendidikan inklusif?\",\"answer\":\"Penelitian merekomendasikan pengembangan serta implementasi kebijakan inklusif yang komprehensif, peningkatan kompetensi guru melalui pelatihan berkelanjutan, penyediaan fasilitas yang memadai, dan penguatan kerja sama dengan orang tua serta pihak eksternal.\"}]","POTRET MODEL PENGELOLAAN PENDIDIKAN INKLUSI | PDF",17]