This comprehensive review seeks to guide Indonesian stakeholders in effectively managing and fulfilling their responsibilities to provide holistic educational practices for students with special educational needs and disabilities (SEND). It offers a critical examination of the evolving research on the implementation of inclusive education in Indonesian public elementary schools and explores debates on its effectiveness in providing essential resources for the comprehensive development of students with SEND. Through an in-depth analysis of 22 scholarly articles, the review identifies key institutional challenges, including curriculum adaptation, learning support, teacher competencies, accessibility, facilities, and societal attitudes. It reveals that school-level implementation is hindered by unpreparedness in infrastructure and educator competencies, while managerial levels encountering issues in defining responsibilities and ensuring effective coordination. To address these challenges, the review introduces the 3C Inclusion Managerial Framework, a future-oriented model derived from 48 research articles, book chapters, and institutional reports. This framework focuses on collaboration, cooperation, and coordination to enhance inclusive education practices across managerial levels. By integrating current knowledge and proposing strategies in pedagogy, technology, and administration, the review offers practical mechanisms for institutional management and clarifies the impact of policy and practice on the well-being and success of students with SEND in Indonesia.

Authors:
Anisa Nurfaidah, Monash University, Australia

About the Presenter(s)
Anisa Nurfaidah is a class teacher at an Indonesian government school currently carrying out her duties as a student at Monash University. Areas of interests: Curriculum development, differentiated instruction, student-centered learning, pedagogy.

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