To What Extent Does Inclusive Education in Indonesia Achieve Equality for Dyslexic and Dysgraphia Students?

Introduction: The implementation of inclusive education poses several challenges. Some of them involve a need for teacher resources and training, community, cultural, social, and cultural readiness, as well as other policies. Therefore, the active participation and empowerment of students with dyslexia and dysgraphia in inclusive schools in Indonesia is essential to build a fair educational environment. Substantially, this article will discuss the concept of educational inclusivity as a form of equal access for students with dyslexia and dysgraphia in Indonesia. Method: This study used a Systematic Literature Review (SLR). We used the Scopus and ScienceDirect databases. The study was carried out in compliance with PRISMA criteria. As for formulating clear and focused research results, we use the PICO criteria. The online systematic review program Rayyan AI was updated to include the final search results from every database. Findings: The literature review of the 81 final articles provides topics and opinions to determine barriers. It necessitates (or areas) for teaching differentiation but also the types of debris for dyslexic students with dysgraphia needs, as well as illustrating differentiated behavior such as receptiveness, demonstrated to illustrate taking part, valuations among these pieces, and guidance annelids gas measures involving dyslexic lexist symbatography, including Dyscalculia levels. Discussion: Among the key enunciative outcomes is the imperative to implement pedagogical support mechanisms that effectively identify and address the specific difficulties and needs of students undergoing diagnostic crises associated with dyslexia and dysgraphia. Moreover, reducing student dependency through an inclusive and supportive school climate and technology can help mitigate diverse disabilities and help them reach their highest possible ability level.