Integrated School-Based Support for Students with Disabilities in Indonesia
DOI:
https://doi.org/10.70211/wesw.v3i3.562Keywords:
Inclusive Education, Disability, School Support, Social Participation, Career Transition, IndonesiaAbstract
Inclusive schooling requires coordinated support beyond classroom placement, yet evidence on how Indonesian secondary schools organize these services remains limited. This qualitative case study examines the School Cares for Exceptional Children Program (SPAH; Indonesian: Program Sekolah Peduli Anak Hebat) at Muhammadiyah 10 Senior High School (SMA Muhammadiyah 10 Surabaya). Data were collected through interviews, classroom and extracurricular observations, and school documents and analyzed through data reduction, thematic display, and verification. School records identified 105 students receiving SPAH services in 2025/2026: 27 in support clusters 1-2, 46 in cluster 3, and 32 in cluster 4. The service model integrates religious, emotional, social, and health support; sport, art, and entrepreneurship; career preparation; adapted academic learning; and parent and community engagement. Practices included flexible instructional materials, regular parent consultation, peer participation, university and employer partnerships, and opportunities in arts, sports, and work. Individualized teaching and access to placements remained difficult. The findings describe how one school coordinated services for participation and post-school opportunity; they do not establish causal effects. The case indicates the value of coordinated support across school, family, professional, and community actors and the need for direct student perspectives and longitudinal outcome tracking.
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