Assessing the Responsiveness of Inclusive Education Implementation in Kendari City, Indonesia: An Application of Potter's Theory

This study aims to analyze the responsiveness of inclusive education implementation in Kendari City using Potter's theory of responsiveness, which consists of five principles: access, choice, information, redress, and representation. A qualitative approach with a descriptive research design was employed to gain an in-depth understanding of the government's responsiveness to inclusive education. Data were collected through direct observations, in-depth interviews with relevant informants, and document studies. The data were then analyzed using Miles and Huberman's interactive analysis model. The findings indicate that despite progress at the junior high school level, there are still disparities in accessibility at the elementary school level. The lack of facilities, infrastructure, and trained Special Guidance Teachers (GPK) remains a major challenge. The choice principle is sufficiently fulfilled with policies allowing parents to choose inclusive schools, regular schools with special programs, or Special Schools (SLB). However, improvements are needed to ensure all inclusive schools provide quality services and equal access. Information dissemination about inclusive education has been carried out through various communication strategies, but gaps remain in reaching vulnerable groups. The redress indicator is fulfilled with complaint mechanisms provided by the government and schools, demonstrating responsiveness to the needs and concerns of the community. The representation indicator is not yet fully achieved, despite positive steps through the involvement of NGOs, disability organizations, and inter-agency collaboration. The responsiveness of inclusive education implementation in Kendari City still needs improvement. Continuous efforts are required to enhance accessibility, expand choices, improve information dissemination, strengthen complaint mechanisms, and encourage active participation of students with special needs and their parents in decision-making processes. Close collaboration between the government, schools, NGOs, and disability organizations is crucial for creating a more inclusive and responsive educational environment for all students.