Challenges and Strategic Responses to Inclusive Education for Children with Special Needs in Indonesian Primary Schools: A Systematic Literature Review
DOI:
https://doi.org/10.51276/edu.v7i3.1856Keywords:
Inclusive Education , Primary Education , Systematic Literature ReviewAbstract
This systematic literature review examines challenges and responses in implementing inclusive education for children with special educational needs in Indonesian primary schools and Madrasah Ibtidaiyah. Following PRISMA 2020, searches of Google Scholar and Crossref identified 1,000 records published between 2020 and 2025. After screening and full-text assessment, 35 empirical studies were included. Thematic analysis identified five recurring challenges: shortages of special education teachers, low teacher competence, inadequate infrastructure and facilities, difficulties modifying instruction, and weak stakeholder coordination. Five strategies were reported: teacher professional training, parent–teacher collaboration, curriculum modification, differentiated instruction, and strengthened school management. The synthesis mapped broad relationships between challenges and responses. Professional development related to staffing and competency concerns, instructional adaptation to pedagogical difficulties, and collaboration and management to coordination. These findings represent patterns in the reviewed literature, not causal effects or comparative evidence of effectiveness. The review highlights the need for coordinated, context-sensitive support to strengthen inclusive primary education in Indonesia.
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