<![CDATA[Inclusive education is a solution for equal learning rights for children with special needs (ABK), 36% of whom do not attend school in Indonesia. This qualitative descriptive study aims to analyze the management of inclusive education curriculum in elementary schools (SDS DCC Global and SD Insan Mandiri, Bandar Lampung), including planning, organizing, implementing, and evaluating. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, and tested for validity with source triangulation. The results of the study indicate that: (1) Inclusive curriculum planning emphasizes equality, justice, and potential development. (2) Curriculum organization involves various parties. (3) Curriculum implementation is reflected in the Learning Implementation Plan (RPP) and Individual Learning Program (PPI), involving regular students. (4) Curriculum evaluation not only assesses academic aspects, but also social-emotional, physical-motor, and independence aspects of students with special needs. Effective curriculum management is essential in the successful implementation of inclusive education. ABSTRAKPendidikan inklusif adalah solusi untuk kesetaraan hak belajar bagi anak berkebutuhan khusus (ABK), di mana 36% di antaranya tidak bersekolah di Indonesia. Penelitian deskriptif kualitatif ini bertujuan untuk menganalisis manajemen kurikulum pendidikan inklusi di sekolah dasar (SDS DCC Global dan SD Insan Mandiri, Bandar Lampung), meliputi perencanaan, pengorganisasian, pelaksanaan, dan evaluasi. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman, serta diuji keabsahannya dengan triangulasi sumber. Hasil penelitian menunjukkan bahwa: (1) Perencanaan kurikulum inklusi menekankan kesetaraan, keadilan, dan pengembangan potensi. (2) Pengorganisasian kurikulum melibatkan berbagai pihak. (3) Pelaksanaan kurikulum tercermin dalam Rencana Pelaksanaan Pembelajaran (RPP) dan Program Pembelajaran Individual (PPI), dengan melibatkan peserta didik reguler. (4) Evaluasi kurikulum tidak hanya menilai aspek akademik, tetapi juga aspek sosial-emosional, fisik-motorik, dan kemandirian peserta didik berkebutuhan khusus. Manajemen kurikulum yang efektif sangat penting dalam implementasi pendidikan inklusif yang sukses.]]>
