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Abstract

This narrative review analyses the social development of students with special needs in Indonesian inclusive schools by synthesising five high-quality empirical studies (indexed SINTA 1–3) published between 2018 and 2023. Addressing three research questions, the synthesis reveals heterogeneous and generally limited social development trajectories shaped primarily by ecological interactions rather than inherent disability characteristics. Key barriers include symbolic inclusion, inadequate teacher training in multimodal strategies, low peer acceptance, and systemic resource deficits, whereas facilitators encompass contextualised multimodal communication, active family involvement, and supportive institutional leadership. Effective interventions depend on coordinated teacher–parent–peer triangulation, leveraging local sign language, structured peer-mediated activities, and emotionally responsive pedagogy. Integrating Bronfenbrenner’s ecological systems theory with Indonesian collectivist values of gotong royong, this review proposes a culturally grounded framework to bridge persistent policy–practice gaps. Policy recommendations include mandatory inclusive pedagogy certification, enforceable GPK-to-student ratios (1:10), and performance-based funding mechanisms.

Publisher

Universitas Negeri Malang

Digital Object Identifier (DOI)

10.17977/2502-471X.1147

First Page

508

Last Page

514

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