Inclusive Education Practices in Islamic Primary Schools: Insights from Planning, Implementation, and Evaluation Stages
Keywords:
Inclusive Education, Pull-Out Model, Special Needs Students, Curriculum Adaptation, Elementary EducationAbstract
This study aims to analyze the implementation of inclusive education at MI Nurul Huda Gresik, focusing on the stages of planning, implementation, and evaluation. This research employs a qualitative descriptive approach with a case study design. Data were collected through in-depth interviews, direct observation, and documentation involving the principal, classroom teachers, special assistant teachers, and counseling teachers. The data were analyzed using an interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that the school implements inclusive education through a regular classroom model combined with a pull-out approach, allowing students with special needs to learn in inclusive settings while receiving individualized support. In the planning stage, the school develops structured annual programs and establishes an organizational system involving key stakeholders. The implementation process demonstrates adaptive practices in curriculum modification, teaching strategies, and assessment, although challenges remain in terms of limited professional support, insufficient teacher training, and inadequate infrastructure. The evaluation stage is conducted periodically every six months and is used as a basis for program improvement through collaborative decision-making. In conclusion, inclusive education at MI Nurul Huda Gresik has been implemented in a structured and adaptive manner, but further improvements are needed to enhance its effectiveness and sustainability.
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