BRIDGING SOCIAL AND ACADEMIC GAPS IN INCLUSIVE EDUCATION IN PRIMARY SCHOOLS IN MAJENE

Abstract

This study aims to examine the implementation of inclusive education at SDN 6 Kampung Baru, Majene Regency, with a particular focus on teacher practices, school support, and challenges encountered in classroom instruction. A qualitative approach with a case study design was employed, involving school principals, teachers, and students with special needs. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using the interactive model of Miles and Huberman. The findings reveal that inclusive education implementation remains at a developmental stage, where teachers experience difficulties in conducting initial assessments, designing differentiated instruction, and developing adaptive evaluations. Although social inclusion has begun to emerge, as indicated by positive peer acceptance and interaction, academic inclusion remains limited due to the lack of pedagogical adjustments. Major challenges include limited teacher competence, the absence of special assistant teachers, inadequate facilities, and weak policy implementation. The novelty of this study lies in identifying the gap between social and academic inclusion and highlighting the lack of integration among assessment systems, instructional practices, and institutional support. This study implies the need for systematic teacher training, strengthening inclusive school systems, and developing adaptive learning strategies, particularly in resource-limited regions.