<![CDATA[This study is a descriptive qualitative research aimed at describing the implementation of the inclusive education model at SMP Islam Al-Azhar 24 Makassar. Data were collected through field observations and in-depth interviews with the principal, regular teachers, and Special Education Support Teachers (Guru Pendamping Khusus/GPK). The findings indicate that the school has consistently implemented inclusive education since 2011 by adapting the curriculum, applying differentiated instructional methods, and conducting evaluations tailored to the needs of students with special needs (SSN). The main findings reveal intensive collaboration among regular teachers, GPK, and parents in developing Individualized Education Programs (IEPs). However, the number of GPK remains limited, and disability-friendly facilities are not yet fully available. The major challenges include limited supporting infrastructure and frequent turnover of GPK, which affects the continuity of services. Nevertheless, the school’s strong commitment to Islamic-based inclusive values serves as a key factor in sustaining the program. This study recommends strengthening inclusive education training for teachers, enhancing collaboration with professional institutions, and developing supporting facilities to optimize the implementation of inclusive education in Islamic-based schools]]>
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