<![CDATA[This study examines the challenges and opportunities in managing inclusive education in the digital era within inclusive primary schools in Makassar City, focusing on three key dimensions: policy, human resources, and educational infrastructure. Inclusive education, as a strategic effort to ensure equitable learning opportunities for all children—including those with special needs—faces a range of implementation barriers such as the limited number of special education assistants, insufficient teacher training, and inadequate inclusive learning facilities. Using a quantitative descriptive approach, this research collected primary data through questionnaires administered to eight inclusive primary schools, with analysis conducted using descriptive statistical methods. The results indicate that while school policies have generally supported inclusive education implementation, substantial gaps remain in teacher preparedness and infrastructural accessibility. The policy dimension received the highest score, followed by human resources and facilities, showing that although institutional commitments are present, operational practices are not yet fully effective. These findings highlight that the success of inclusive education depends on the synergy between adaptive policy frameworks, professional capacity-building for teachers, and the integration of educational technology to promote accessibility and participation. The main contribution of this study lies in integrating educational management theory and inclusive education principles to propose a responsive and sustainable management model for primary schools in the digital era—offering both theoretical and practical implications for the development of inclusive education policies and practices in Indonesia.]]>
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