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Abstract

Inclusive education remains a persistent challenge in remote and underserved areas, where structural limitations, sociocultural complexities, and limited professional capacity intersect. This study explores the barriers and enabling factors shaping inclusive education practices in Papua, Indonesia, a region characterized by high geographic isolation and rich cultural diversity. Using a descriptive qualitative design, data were collected through interviews, classroom observations, and document analysis involving early childhood and primary schools in Jayapura. Findings reveal four major constraints: limited teacher competence in identifying and supporting learners with disabilities, absence of systematic assessment procedures, insufficient infrastructure and learning resources, and weak cross-sector collaboration. Nevertheless, the study also identifies significant opportunities, including strong cultural values that encourage communal responsibility, educators’ openness to professional learning, and emergent adaptive practices within classrooms. These insights highlight the importance of context-responsive teacher training and inclusive school development, particularly through sustained professional learning models that combine theory, practice, and ongoing coaching. The study offers practical recommendations for policymakers and practitioners seeking to strengthen inclusive education in remote and indigenous contexts.

First Page

232

Last Page

241

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