<![CDATA[Inclusive education is mandated by Minister of National Education Regulation Number 70 of 2009, requiring regular schools to accept and serve students with special needs on an equal basis. However, in practice, school readiness in implementing inclusive programs varies significantly, particularly in terms of physical facilities and management systems. This study aims to analyze and compare the readiness of facilities and management systems of inclusive programs between two private Islamic elementary schools in Bekasi City, located in Jatiasih District (School A) and South Bekasi District (School B). The method used is descriptive comparative qualitative through direct observation, semi-structured interviews with principals, classroom teachers, and special assistant teachers (GPK), as well as review of school policy documents. The results indicate that both schools have different readiness profiles: School A excels in physical facility completeness and management system digitalization, while School B demonstrates strengths in education accessibility, cross-subsidy systems, and school community cohesion oriented toward student independence. This study recommends standardization of inclusive facilities based on ministerial regulations, capacity building for GPK, and transparency of inclusive program information to the public at both schools.]]>
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