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All Journal Irfani MaPan : Jurnal Matematika dan Pembelajaran Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovative and Creativity Jurnal Pemikiran dan Pengembangan Pembelajaran
Arismunandar
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pelaksanaan Pendidikan Inklusi Di Sekolah Sivana Motessori Makassar Asna Krisna Sapu; Ahlun Ansar; Arismunandar; Muh. Naoval; Khairunnisa
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7137

Abstract

Inclusive education represents the fulfillment of every citizen’s right to access education without discrimination, as mandated by the Regulation of the Minister of National Education No. 70 of 2009. This study is motivated by the importance of implementing an educational system that provides equal learning opportunities for all children, including those with special needs. Sivana Montessori School in Makassar was selected as the research site because it applies the Montessori approach, emphasizing independence, freedom of learning, and respect for individual potential within an inclusive setting. This study aims to describe the implementation of inclusive education at the school, including admission policies for students with special needs, assessment processes, the development of Individualized Education Programs (IEP), curriculum implementation, the role of special education teachers, parental involvement, and challenges encountered. A descriptive qualitative approach was employed through observation, semi-structured interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing, with source and method triangulation to ensure validity. The findings indicate that inclusive education at Sivana Montessori has been implemented systematically by integrating the National Curriculum with Montessori-based hands-on and multisensory learning. Collaboration among teachers, parents, disability organizations, and government support plays a crucial role. However, challenges remain, particularly limited disability-friendly facilities and the need for continuous teacher training
Co-Authors Ahlun Ansar Alim, Bahrul Andi Tanri Bulan Ashfary Mukrim Asna Krisna Sapu Atira Ayla Mutiara Putri Rauf Herman Khairunnisa Muh Farhan Muh. Fadhl Al-Jentak Muh. Naoval Muhammad Irfan Nur Ilma Kusjayanti Nurhikmah Nurul Annisa Nurul Auliyaputri Nurwahidah Rezky Rianti Sri Putri Mayanti Yulia Risky