<![CDATA[Inclusive education depends on whether policy commitments are translated into accessible environments, responsive instruction, coordinated support, and institutional learning. This study examined inclusive policy implementation and the institutional conditions supporting its continuity in one integrated school in Bandung Regency, Indonesia, using an explanatory sequential mixed-methods case-study design. The quantitative phase used structured observation and document review to assess ten policy indicators on a four-point implementation scale; the qualitative phase then used semi-structured interviews with four key staff informants representing leadership, curriculum coordination, individualized education planning, and special-needs support to explain the observed profile. The diagnostic sum was 38/40, equivalent to 95% of the maximum possible checklist score rather than a population-validated implementation percentage. Eight indicators received 4/4, while professional development and monitoring and evaluation each received 3/4. Reflexive thematic analysis identified leadership commitment, IEP-based coordination, stakeholder collaboration, and routine reflection as mechanisms supporting implementation, alongside limited specialist capacity and incomplete standardization of professional learning and evaluation. Institutional readiness is therefore treated as an integrated interpretive construct inferred from the relationship between implementation evidence and organizational capacity, not as a separately validated measure. The study contributes a fine-grained, context-bounded account of how formal policy arrangements interact with professional, relational, and evidence-use mechanisms within a single integrated-school setting.]]>
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