Synergy of inclusive school management in the administration of educational services for students with special needs
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Abstract
This research aims to analyze forms of synergy among stakeholders in inclusive school man agement and their contribution to the management of educational services for students with special needs. The research used a qualitative approach with a case study design. Data were obtained through in-depth interviews, participatory observation, and document review, then analyzed thematically through data reduction, data presentation, and interpretive meaning extraction to obtain a comprehensive description of collaborative practices in the school environment. The findings show that synergy among stakeholders, including school principals, classroom teachers, special assistant teachers, and parents, is formed through institutional commitment, collaborative coordination, and continuous participatory communication. This synergy has a role in integrating individual learning program planning, aligning differentiated learning strategies, and strengthening academic and emotional support for students with special needs. An inclusive-religious school culture and the existence of internal support structures also strengthen the effectiveness of services. On the other hand, the dynamics of synergy are still influenced by variations in teachers' professional capacities and limited support resources, so the need to strengthen collaborative management and continuous competency development is relevant. In general, the research results confirm that inclusive school management synergy is a key mechanism in ensuring the sustainability, quality, and responsiveness of educational services for students with special needs at the school level.
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