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Abstract

This study explores how inclusive policies, identity formation, and adapted teaching practices interact to shape educational experiences for children with disabilities at Bhakti Luhur Foundation Malang, a special-needs foundation in Indonesia that provides residential care and educational services for orphaned children with disabilities. Using a qualitative case study approach, data were collected through in-depth interviews with three key informants: a principal, a classroom teacher, and a shadow teacher, supported by observations and document analysis. Data were analyzed using the interactive model of qualitative analysis. The findings indicate that inclusion is understood and enacted differently across institutional roles. While the principal emphasizes systemic adaptation, the classroom teacher focuses on equitable participation, and the shadow teacher prioritizes individualized support and sensory responsiveness. Identity development is fostered through recognition of children's strengths, non-verbal forms of self-expression, and opportunities for meaningful participation. Adapted pedagogical practices, including differentiated instruction, multimodal learning activities, and individualized communication strategies, enable children with diverse needs to engage in educational activities. The study also highlights the importance of peer relationships and supportive social interactions in strengthening participation, confidence, motivation, and school engagement. This study contributes to disability and inclusive education scholarship by demonstrating how policy, identity, and pedagogy operate as interconnected processes rather than separate dimensions of inclusion. Findings provide insight into inclusive practice within a non-Western, resource-constrained institutional setting and expand understanding of inclusion beyond mainstream school contexts.

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