<![CDATA[This study examines the implementation of educational rights fulfillment for persons with disabilities in Sorong City following the enactment of Regional Regulation (Perda) No. 11/2019, with a specific focus on the facilitative factors as well as the structural and cultural barriers encountered at the Sorong State Special Needs School (SLBN). Employing a descriptive qualitative approach, data were collected through in-depth interviews and participant observation, triangulated with secondary documents and educational statistics from the local Education Agency, and subsequently analyzed using thematic analysis. The findings reveal that since 1983, the fulfillment of these rights has been conducted through a segregated model, with SLBN Sorong serving as the sole formal institution. In 2021, a total of 206 students (84 at the elementary, 66 at the junior secondary, and 52 at the senior secondary levels) were served by 28 professional teachers and community volunteers. Supportive factors include teachers' pedagogical competence, active community participation, and a conducive socio-academic climate that fosters student motivation and self-confidence. Conversely, the primary obstacles comprise a limited teaching workforce, rigid classroom groupings based on disability typologies, slow development of physical infrastructure, and low awareness among families regarding the importance of formal education. The study concludes that although Perda 11/2019 provides a robust juridical foundation, a substantial disparity persists between its normative mandates and operational realities. Consequently, accelerated institutional capacity building, the provision of inclusive infrastructure, and massive public educational interventions are critically required to bridge this implementation gap and establish a truly accessible educational ecosystem for all persons with disabilities in Sorong City.]]>
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