STEM Integrated Curriculum Management in Optimizing Accessibility at Inclusive Education

This study examines the principal's policy innovation in integrating inclusive education curriculum with STEM. Using a descriptive qualitative approach with observation, interview, and documentation data collection techniques, this study analyzes curriculum management strategies that accommodate the diversity of learning needs of students with special needs. The results of the study indicate that inclusive curriculum planning is carried out through the formation of supporting programs such as home visits, special coaching, and inclusion teams consisting of guidance and counseling teachers, special assistant teachers, and homeroom teachers. Continuous training by the provincial education office and gradual socialization have proven effective in improving teacher pedagogical competence. The implementation of the curriculum uses a modification of the regular curriculum with STEM integration that is adjusted to student abilities, flexible independent evaluation standards through portfolio assessment and continuous observation, and collaboration with the PUSPAGA and BKKBN programs for the continuity of school-family education. Curriculum evaluation applies a continuous assessment model and post-treatment evaluation with direct reporting to the principal after each intervention. This study concludes that an integrative holistic approach is able to create an inclusive learning ecosystem that is responsive, adaptive, and quality in optimizing the potential of all students through meaningful and comprehensive STEM learning.