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All Journal Pedagogia: Jurnal Pendidikan International Journal of Educational Management and Innovation (IJEMI)
Nugraheni, Khoiri
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Case Study: Principal Actions in Inclusive School Practices at Yashiro Elementary School Nugraheni, Khoiri; Isawa, Shinzo; Aprilia, Imas Diana
International Journal of Educational Management and Innovation Vol. 6 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i1.12758

Abstract

The implementation of inclusive education in Japan’s elementary schools is increasingly urgent, as national reforms prioritize equitable learning environments for special educational needs (SEN). Despite the commitment, challenges remain in interpreting the policy in school practices. School principals play critical role in the transition from policy to practice. This study explores the effectiveness of inclusive educational practices at Yashiro Elementary School under the principal actions in executing inclusive school practices. Utilize a qualitative case study design, data were collected through semi-structured interview with school principal and classroom observation in inclusive and resources setting. Focusing on the implementation of the Multi-tiered System of Supports (MTSS), data analysis was conducted using thematic analysis, enabling the identification of recurring patterns and core theme with the qualitative data. The findings reveal that strategic leadership, knowledgeable hiring of specialized staff, and collaborative teaching approaches significantly enhance the learning experiences of special educational needs (SEN) students, ensuring their successful inclusion in mainstream educational settings.
Special Schools as NPDL Resource Centers for Inclusion: Reposisi SLB dan ULD sebagai Pusat Sumber NPDL Inklusif Nugraheni, Khoiri; Tarsidi, Iding
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.1914

Abstract

General Background: Inclusive education prioritizes equity, participation, and quality learning for all students within unified school systems. Specific Background: In Indonesia, Special Schools (SLB) and Disability Service Units (ULD) are mandated to support inclusive education and increasingly operate as pedagogical resource centers aligned with the New Pedagogies for Deep Learning (NPDL) framework. Knowledge Gap: Empirical and conceptual studies rarely explain how these institutions systematically integrate collaborative inquiry with NPDL to support inclusive transformation at the system level. Aims: This study formulates a conceptual framework that repositions SLBs and ULDs as NPDL-oriented resource hubs through structured collaborative inquiry cycles. Results: Based on a structured literature review (2020–2024) and thematic synthesis, findings indicate that SLBs and ULDs provide assessment, mentoring, co-teaching, and professional learning communities corresponding to the NPDL Inquiry Cycle—Assess, Design, Implement, Measure, Reflect, and Change—while leadership and institutional capacity serve as key enabling conditions. Novelty: The study integrates inclusive education principles, NPDL architecture, and collaborative inquiry into a coherent reform model centered on resource-based institutional transformation. Implications: The framework informs policy and practice by outlining leadership preparation, systemic support, and structured professional collaboration as foundations for sustainable, competency-based inclusive education. Highlights• Thematic synthesis (2020–2024) confirms institutional mentoring, assessment, and co-teaching functions within inclusive networks.• Inquiry cycles align deep learning competencies with structured professional collaboration across school systems.• Leadership preparation and systemic support are foundational for sustainable educational reform. KeywordsInclusive Education; Special Schools; Disability Service Units; Collaborative Inquiry; New Pedagogies For Deep Learning
Co-Authors Iding Tarsidi Imas Diana Aprilia Isawa, Shinzo