Inclusive education in Indonesia represents a strategic policy aimed at ensuring the rights of all children, including students with special needs, to receive equitable and dignified educational services. However, its implementation continues to face various challenges in terms of management at the institutional level. This study seeks to examine in depth the policies and practical implementation of inclusive education management in Indonesia through a literature analysis approach. The subjects of this study include more than ten scholarly articles, policy reports, and relevant academic publications published between 2015 and 2025, selected through purposive sampling to ensure empirical data and high contextual relevance. Data were collected through a systematic review of these publications, using a descriptive qualitative approach. The data collection instruments included document review sheets and a literature synthesis template, while content analysis methods were employed to identify key themes and to analyse theoretical correlations among factors influencing the effectiveness of inclusive education implementation. The findings reveal that, despite the existence of supportive regulations, the implementation of inclusive education remains hindered by managerial factors such as limited teacher training, budgetary support, and school leadership. A positive correlation was found between participatory managerial planning and the successful integration of students with special needs into regular classrooms. In conclusion, inclusive education in Indonesia requires the strengthening of data-driven management and policies that are responsive to local contexts. These findings have significant implications for policymakers and education practitioners in building a more equitable, adaptive, and sustainable education system.
Setiawan et al. (Sat,) studied this question.