The implementation of inclusive education and its conflict with exclusionary education in Kerjo sub-district, Karanganyar regency 2020-2022

This study aims to critically examine the implementation of inclusive education programs in Kerjo Sub-district, Karanganyar Regency, Indonesia, using the framework of the eight national education standards. Despite government mandates requiring inclusive programs in all public and private schools, their implementation remains suboptimal. Employing a qualitative field research design, the study applies critical theory approaches by Max Horkheimer, Louis Althusser, and Paulo Freire. Data were collected through observation, interviews, and documentation using the snowball sampling technique and analyzed interactively and critically to contrast regulatory expectations with field realities. Findings indicate that inclusive education in Kerjo Sub-district has not met national standards due to inadequate infrastructure, limited funding, lack of trained personnel, and overlapping roles with special schools (exclusion-based education). A key issue identified is the friction between inclusive and exclusive schools, particularly regarding the allocation of students with special needs and the recruitment of qualified special education teachers in small geographic areas. The study concludes that without clear government regulations delineating the roles and operational boundaries between inclusive and special schools, dualism and systemic inefficiencies will persist. Practically, the government should establish integrated frameworks and policies that encourage synergy between both education systems to promote equitable access and sustainable inclusive education.