<![CDATA[This article analyzes how collaborative management can strengthen an inclusive Islamic education ecosystem by integrating the roles of madrasah principals, teachers, families, and communities. An integrative literature review was conducted on national and international scholarship published mainly between 2016 and August 2026, complemented by Indonesian policy documents and a global inclusion report. The literature was synthesized thematically around inclusive culture and policy, leadership, teacher professional capacity, family-community partnership, curriculum accommodation, and monitoring. The synthesis indicates that inclusive madrasahs are more sustainable when inclusion becomes a shared organizational commitment rather than a task delegated to special education personnel. Principals function as architects of vision, resource allocation, professional learning, and inter-institutional networks; teachers translate inclusion into differentiated, collaborative, and reflective pedagogy; and families and communities contribute contextual knowledge, social support, advocacy, and access to professional services. The article proposes a four-stage collaborative management cycle comprising needs mapping, participatory planning, adaptive implementation, and reflective monitoring. The framework is applicable to madrasahs, including Raudhatul Athfal, and is grounded in Islamic values of justice, compassion, human dignity, and respect for diversity.]]>
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