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Abstract

To achieve the Sustainable Development Goals (SDGs), particularly Goal 4 on inclusive and equitable education, the transformation of special education into high-quality inclusive learning is crucial. One key aspect of this transformation is teacher training and the quality of teaching services. Although inclusive education policies have been implemented inany schools, challenges remain regarding teacher preparedness and the contextual relevance of training. This study investigates how teachers and school leaders in special schools (SLB) understand and implement inclusive education transformation within a changing socio-cultural context. This research uses a qualitative case study approach, involving participant observation, semi-structured interviews, and document analysis in several SLBs in West Sumatra, Indonesia. Informants were selected using purposive and snowball sampling techniques, focusing on teachers and principals actively involved in inclusive practices. Data were analyzed thematically using the Miles and Huberman model, with triangulation and member checking to ensure validity. The study reveals three main themes: (1) Limited resources and facilities in SLBs, such as hearing aids and accessibility technologies; (2) Low teacher readiness and non-contextual training; and (3) Low community acceptance and participation in inclusive education, where parents still question the effectiveness of the inclusion system. This research emphasizes that teacher innovation and context-based training are key to successful inclusive education. Systemic changes are needed through affirmative policies, increased community literacy, and professional development based on local needs. The novelty of this research lies in its contextual approach, identifying gaps between national training programs and actual needs, and highlighting teacher experiences as a foundation for inclusive innovation.

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