ANALISIS KEBIJAKAN PEMBELAJARAN YANG LAYAK BAGI PESERTA DIDIK PENYANDANG DISABILITAS DALAM SISTEM PENDIDIKAN INKLUSI DI INDONESIA STUDI LITERATUR TERHADAP PERMENDIKBUDRISTEK

Clara Khairunnisa (Universitas Singaperbangsa Karawang, Karawang, Indonesia)
Undang Ruslan Wahyudin (Universitas Singaperbangsa Karawang, Karawang, Indonesia)

Journal Education and Government Wiyata
Vol 4 No 4 (2026): November 2026

The implementation of inclusive education in Indonesia requires educational policies and management that can guarantee the fulfillment of the learning rights of students with disabilities equally. This study aims to analyze the policy of reasonable accommodations for students with disabilities based on Ministerial Regulation of Education, Culture, Research, and Technology Number 48 of 2023 from the perspective of educational administration and management. This study uses a narrative literature study method by reviewing laws and regulations and scientific literature relevant to inclusive education, the fulfillment of educational rights, and the management of the provision of reasonable accommodations. The analysis was conducted thematically by examining the substance of the policy, the function of educational management, and the challenges of its implementation in educational units. The results of the study indicate that the provision of reasonable accommodations is not only related to learning adjustments but also includes budget support, accessible facilities and infrastructure, the competence of educators and education personnel, curriculum adjustments, and support services through the Disability Services Unit. Implementation of this policy requires systematic management through four management functions: planning, organizing, implementing, and monitoring and evaluation. Challenges that need to be considered include the readiness of school resources, educator competence, coordination between stakeholders, and the sustainability of policy monitoring. Therefore, procedures for identifying needs, developing accommodation plans, allocating responsibilities, documenting implementation, and periodically evaluating are necessary to ensure policies are translated into educational services that meet students' needs. This study emphasizes the importance of synergy between schools, families, the government, and Disability Services Units in realizing inclusive education that is equitable and responsive to the diverse needs of students.