<![CDATA[The study is motivated by the growing development of inclusive education practices in Indonesia, which involve not only educational access but also social acceptance, cultural relations, and the lived experiences of students with disabilities within school life. .This research employs a qualitative method with a social anthropology approach. Data were collected through observation, in-depth interviews, and documentation. Research informants consisted of the principal, teachers, counseling teachers, students with disabilities, and non-disabled students. Data were analyzed using domain and taxonomic analysis developed by James P. Spradley to identify cultural meanings and patterns of social relations within the school environment. The findings reveal that SMA Cahaya Medan has implemented inclusive education by integrating students with disabilities into regular classrooms and providing equal opportunities in both academic and non-academic activities. The school's inclusive culture is reflected in positive social acceptance, teacher support, active participation of students with disabilities in organizations and extracurricular activities, and the development of values that respect diversity. However, the study also found that ableist practices persist in the form of stereotypes, assumptions of incapability, overprotective treatment, and jokes that reinforce labeling toward students with disabilities. The challenges in realizing discrimination-free education stem not only from limitations in facilities and understanding of disability but also from social constructions that position disability as different from socially accepted standards of normal ability.]]>
Copyrights © 2026
