<![CDATA[Inclusive education aims to ensure that every child has equal access to quality education without discrimination, including children with special needs. North Kayong Regency continues to face challenges in implementing inclusive education, with 186 children with special needs distributed across six sub-districts. This study aims to analyze the implementation of the TANJAK Program as a local wisdom-based inclusive education model rooted in Malay culture. A descriptive qualitative approach with a case study design was employed in six model inclusive schools. Data were collected through interviews, observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the TANJAK Program consists of six key components that strengthen governance, stakeholder collaboration, inclusive culture, teacher competence, service provision, and program sustainability. Its implementation has improved educational access, enhanced teacher competence, and increased stakeholder involvement. The study identified 29 students with special needs in the model schools, predominantly categorized as slow learners and students with ADHD. The TANJAK Program demonstrates strong potential as a local wisdom-based inclusive education model that can be replicated in other regions.]]>
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