IMPLEMENTATION OF THE INCLUSION EDUCATION PROGRAM AT SDN KEBOGUYANG

Objective: This study aims to collect and describe information, data, and various problems in depth regarding the implementation of inclusive education programs at SDN Keboguyang through observation, interview, and documentation techniques. Method: This study uses a qualitative research method with a descriptive approach. Informants were selected using purposive sampling techniques including the coordinator of HWDI Sidoarjo, the Sidoarjo Regency Inclusion Working Group, school principals, inclusion teachers, and parents of PDBK students. Data analysis uses the Miles and Huberman model which consists of data collection, data reduction, data presentation, and conclusion drawing. Results:  The results using Edward III's policy implementation theory show that from the communication aspect, the mechanism of conveying information between implementers runs well but is not evenly distributed among all teachers. In terms of resources, there are still limitations including the absence of Special Assistant Teachers (GPK), inadequate infrastructure, and no dedicated budget for inclusive education. From the disposition aspect, the program run by HWDI Sidoarjo has succeeded in significantly increasing teachers' understanding and commitment. From the bureaucratic structure aspect, the SOP for ABK student admission is already available, however the SOP for PPI preparation and teacher duty distribution does not yet exist, and there is still a coordination gap between levels of government. Novelty: This study offers a specific analysis of inclusive education implementation at a public primary school level by integrating the role of a disability organization (HWDI Sidoarjo) within Edward III's implementation framework, simultaneously identifying gaps in GPK availability, SOP completeness, budget allocation, and cross-governmental coordination — an approach that has not been widely examined in the context of state elementary schools at the district level.