INCLUSIVE EDUCATION IN DENPASAR CITY JUNIOR HIGH SCHOOLS: A STUDY OF SYSTEMIC BARRIERS AND SCHOOL-BASED IMPLEMENTATION STRATEGIES

Abstract

This study aims to analyze systemic barriers in the implementation of inclusive education at junior high schools in Denpasar City and to formulate strengthening strategies oriented toward sustainability and educational equity. The research employed a qualitative approach with a case study design conducted in 12 inclusive junior high schools. Data were collected through in-depth interviews, non-participant observation, and document analysis, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that the implementation of inclusive education faces interconnected systemic barriers across three main dimensions: structural, pedagogical, and cultural. Structural barriers include limited operational policies at the school level, the absence of special education teachers, sporadic professional training, high teacher–student ratios, and inaccessible physical infrastructure. Pedagogical barriers are reflected in the limited implementation of differentiated instruction, the absence of systematic Individualized Education Programs (IEPs), and homogeneous teaching practices. Cultural barriers relate to stigma toward students with special needs and a school culture that prioritizes standardized academic achievement. These interconnected barriers create a form of hidden exclusion, where inclusive education operates administratively but not yet substantively. The study recommends strengthening school-level operational policies, providing special education teachers, implementing continuous professional development, improving infrastructure based on universal design principles, and transforming school culture toward valuing diversity as key strategies for achieving equitable and sustainable inclusive education.