<![CDATA[The implementation of inclusive education in elementary schools still faces various real obstacles, both in terms of policy implementation, teacher competency readiness, and infrastructure limitations. This study aims to analyze inclusive school management in a private elementary school implementing special educational services. This study utilized a descriptive qualitative approach with data collection techniques comprising in-depth interviews, participant observation, and documentation studies. The research subjects consisted of the School Principal, Inclusion Coordinator, 3 Class Teachers, and 3 Special Assistant Teachers (GPK). The results of the study show that: (1) at the planning stage, the school identifies the needs of Students with Special Educational Needs (PDBK) through initial diagnostic assessments as the foundation for designing Individualized Education Programs (IEP) and curriculum modifications; (2) at the implementation stage, instruction is carried out adaptively through differentiated learning strategies, varied instructional media, and co-teaching collaboration between class teachers and GPK; (3) at the supervision stage, regular monitoring is conducted to ensure consistency in instructional services; and (4) at the evaluation stage, functional developmental assessments and program reviews are conducted through semester evaluation meetings. In conclusion, inclusive school management at SD Fastabiqul Khairat Samarinda has operated in a structured and integrated manner by fulfilling all managerial functions oriented toward student needs. ABSTRAK Pelaksanaan pendidikan inklusif di sekolah dasar masih menghadapi berbagai hambatan nyata, baik pada tataran implementasi kebijakan, kesiapan kompetensi pendidik, maupun keterbatasan sarana prasarana. Penelitian ini bertujuan untuk menganalisis manajemen sekolah inklusif di sekolah dasar swasta yang menerapkan program layanan khusus. Pendekatan yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui in-depth interview, observasi partisipatif, dan studi dokumentasi. Subjek penelitian terdiri atas Kepala Sekolah, Koordinator Inklusi, 3 orang Guru Kelas, serta 3 orang Guru Pendamping Khusus (GPK). Hasil penelitian menunjukkan bahwa: (1) pada tahap perencanaan, sekolah mengidentifikasi kebutuhan Peserta Didik Berkebutuhan Khusus (PDBK) melalui asesmen awal sebagai dasar penyusunan Program Pembelajaran Individual (PPI) dan modifikasi kurikulum; (2) pada tahap pelaksanaan, pembelajaran berjalan adaptif melalui strategi diferensiasi, variasi media, serta kolaborasi co-teaching antara guru kelas dan GPK; (3) pada tahap pengawasan, pihak manajemen menjalankan pemantauan berkala guna memastikan kesesuaian target layanan; dan (4) pada tahap evaluasi, penilaian perkembangan fungsional dan peninjauan program dilakukan melalui rapat evaluasi semester. Dengan demikian, manajemen sekolah inklusi di SD Fastabiqul Khairat Kota Samarinda telah terlaksana secara terstruktur dan terpadu melalui pemenuhan seluruh fungsi manajerial yang berorientasi pada kebutuhan peserta didik. ]]>
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