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Abstract

This research examines the implementation of inclusive education services in elementary schools in Japan and Indonesia using an extended case study method. Data were collected through policy analysis, in-depth interviews with school leaders, and classroom observations, then analyzed using thematic analysis to identify key patterns. Results reveals that school leadership and management play a crucial role in sustaining inclusive education implementation. In both coutries school leaders leverage their knowledge of inclusive education policies, special needs education, teacher training support, and school management to ensure effectivity of implementation. This study highlights the importance of leadership-driven policies and professional development in strengthening inclusive education services, offering insights for educators, policymakers, and researchers. References

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