<![CDATA[Inclusive education represents a commitment to equal educational rights for students with disabilities and other special educational needs. However, the formal designation of schools as inclusive does not necessarily guarantee equitable participation, appropriate support, or meaningful learning experiences. This study examines the implementation of inclusive education in Pasuruan Regency, East Java, focusing on the relationship between policy commitments and institutional capacity. The research investigates the availability of special education teachers, assessment mechanisms, accessibility infrastructure, learning adaptations, and support services for students with disabilities. Using a qualitative case study design, the study engages with school administrators, teachers, parents, local policymakers, and students where appropriate. The analysis applies recognition, distributive, and procedural justice to evaluate whether students with disabilities are recognized as equal rights holders, receive adequate educational resources, and participate meaningfully in school decision-making. The study argues that inclusion should not be measured solely by enrollment numbers. Genuine inclusion requires institutional transformation that enables students to participate, learn, and progress under equitable conditions. The findings are expected to identify structural gaps between inclusive education regulations and school-level implementation and to propose a justice-oriented framework for local governments. The study contributes to international debates on inclusive education by linking disability rights with education policy implementation and institutional accountability.]]>
