Inclusive Education Management and the Development of Multicultural School Culture: A Case Study of MAN 2 Sleman
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Abstract
Inclusive education not only aims to provide equal access to education for students with special needs, but also plays a role in building an inclusive and multicultural learning environment. However, studies on the role of inclusive education management in shaping social and cultural interactions at school are still limited, especially in the madrasah context. This study aims to analyze the implementation of inclusive education management and its role in building inclusive and multicultural social and cultural interactions at MAN 2 Sleman. This study uses a qualitative approach with a case study design. The research subjects consisted of the madrasah principal, teachers, managers of the Disability Services Unit (ULD), students with special needs, and regular students. Data were collected through interviews, observations, and documentation, then analyzed using an interactive model that includes data reduction, data presentation, and drawing conclusions. The results show that inclusive education management has been implemented systematically through the functions of planning, organizing, actuating, and controlling. This implementation is realized through student needs assessments, the establishment of Disability Service Units, differentiated learning, inclusive classes, the Inclusive Friend program, IT services for the Disabled, Braille Quran learning, and ongoing evaluation and monitoring. Inclusive education management also plays a role in building social interactions characterized by the development of empathy, tolerance, cooperation, and respect for diversity. These interactions then develop into an inclusive and multicultural school culture reflected in equal access, active student participation, and minimal discriminatory practices. These findings indicate that inclusive education management functions not only as a service system for students with special needs, but also as a strategic instrument in building an inclusive and multicultural school culture. Therefore, strengthening teacher competencies, accessibility facilities, and collaboration with various stakeholders need to be continuously improved.
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