Curriculum Management Practices in Inclusive Primary Schools: Challenges and Strategies

Abstract

Inclusive education requires adaptive curriculum management to accommodate the diverse learning needs of students with special needs. However, a significant gap persists between the ideal concept and its actual implementation in schools. This study employed a qualitative descriptive approach with a case study design conducted at SDN 020 Sepaku, Penajam Paser Utara Regency, Indonesia. Participants included school principals, classroom teachers, shadow teachers, and parents, selected through purposive sampling. Data were collected via semi-structured interviews, observation, and document review, then analyzed using an interactive model encompassing data reduction, presentation, and conclusion drawing. Findings revealed that curriculum management in inclusive education was implemented through three adaptive stages: planning, implementation, and evaluation. Planning involved curriculum modification and Individual Learning Program (ILP) development; implementation applied differentiated instruction; and evaluation considered both academic and non-academic progress. However, challenges remained, including limited resources, inconsistent curriculum adaptation, and the absence of standardized evaluation criteria. These findings underscore the need for a holistic, strategically integrated approach to inclusive curriculum management, emphasizing teacher capacity building, strengthened coordination, and evidence-based school policy development.