<![CDATA[This study evaluates inclusive education implementation in primary schools in Samarinda using the Index for Inclusion dimensions of practice, culture, and policy. A program-evaluation design guided by the Discrepancy Evaluation Model (DEM) combined structured observations, school self-assessments, interviews, and document analysis. Observed scores were categorized as “Good” for practice (60%), culture (69%), and policy (64.76%), but important gaps remained. Curriculum alignment was not consistently translated into differentiated instruction or individualized learning programs. Reported social acceptance coexisted with discrimination, limited parent-support programs, and weak qualification standards for special assistant teachers. Policy implementation showed formal compliance but gaps in school-level operational guidance, complaint mechanisms, shadow-teacher support, and specialist services. Self-assessment scores were consistently higher than direct-observation scores, indicating a perception–implementation gap. The findings suggest that inclusive education is institutionally established but unevenly enacted, requiring closer alignment among inclusive values, pedagogical practice, operational policy, and institutional support.]]>
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