Learning Management in Inclusive Education Schools: An Analysis of Instructional Planning, Implementation, and Evaluation

Abstract

This study aims to analyze inclusive learning management in terms of planning, implementation, and evaluation at SMA Negeri 2 Trenggalek, East Java, Indonesia. A qualitative approach with a case study design was employed. The participants comprised six informants: the school principal, vice principal for academic affairs, three subject teachers involved in inclusive classes, and a guidance and counseling teacher. Data were collected through semi-structured interviews, observations, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing and verification. Data trustworthiness was enhanced through source and methodological triangulation. The findings indicate that inclusive learning management was implemented adaptively according to students’ individual characteristics and learning needs. Planning involved needs identification, coordination among teachers and parents, and adaptation of instructional materials and learning plans. Implementation included individualized assistance, content simplification, the use of concrete learning materials, and active student participation in classroom activities. Evaluation was adjusted to students’ abilities, particularly for students with mild intellectual disabilities. These findings highlight the importance of flexible and collaborative learning management in ensuring that all students receive appropriate learning support and meaningful opportunities to participate in classroom activities.