<![CDATA[This policy paper describes that the implementation of inclusive madrasas in the Special Region of Yogyakarta (DIY) is faced with systemic obstacles in the form of limited accessible infrastructure by 76% and a scarcity of Special Assistant Teachers (GPK) reaching 85%, which are triggered by the process of determining madrasah status without being based on a comprehensive planning mechanism. This policy study aims to analyze the root causes of upstream bureaucratic governance problems, evaluate the dominance of the demand-driven paradigm, and formulate recommendations for applicable policy reformulation for the DIY Regional Office of the Ministry of Religious Affairs. Using a qualitative descriptive-analytical methodology with the William N. Dunn policy evaluation approach and the Urgency, Seriousness, and Growth (USG) weighting technique, primary data was collected through Focus Group Discussions (FGDs) with Heads of Madrasah Education Sections throughout DIY in November 2025. The evaluation results indicate that a reactive regulatory model without considering system readiness results in madrasas stuttering in responding to the complexity of student disability diversity in the field. The study's conclusions emphasize the need for deconstruction of governance through a paradigm shift toward planned and contextual institutional capacity-based development. Therefore, it is recommended that the Head of the Yogyakarta Regional Office of the Ministry of Religious Affairs issue a Decree on the Establishment of Inclusive Madrasahs Based on Pilot Projects and Phased Development.]]>
