<![CDATA[This study was motivated by the suboptimal fulfillment of facilities, infrastructure, and Special Education Needs (SEN) teachers in Dumai City, creating a discrepancy between the mandate of Dumai City Regulation No. 1 of 2020 and reality. This governance failure threatens the fulfillment of rights and negatively impacts School Well-being (SWB), a crucial component of Psychological Well-being (PWB) for people with disabilities. This study aims to analyze the optimization of the right to inclusive education and PWB for people with disabilities in Dumai City, and to identify the efforts undertaken by the Dumai City Education Office. The research method employed is empirical or sociological legal research with a descriptive approach focused on legal effectiveness. Data were collected through observation, interviews, questionnaires, literature review, and documentation at the Dumai City Education Office and four Special Schools (SLB) in Dumai City, then analyzed descriptively to provide an in-depth understanding.The results indicate that the protection and fulfillment of the rights to inclusive education and PWB for people with disabilities have not been optimally implemented. This underperformance is caused by three major obstacles: 1) a limited government budget; 2) a shortage of educators in both quantity and quality, where many teachers lack specialization; and 3) insufficient contribution from the Education Office in providing specific facilities and infrastructure tailored to adaptive disability needs. Although financial assistance like BOS, PIP, and BSM has been provided, physical facilities and educator quality remain the primary barriers to achieving adequate inclusive education standards.]]>
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