School leadership supporting inclusive education continuity during floods in Barito Kuala Indonesia

School leadership is increasingly expected to sustain the continuity of inclusive education when floods disrupt schooling, yet district governance instruments often leave responsibilities, data flows, and support routines unclear for learners with disabilities. This qualitative case study examines how school leadership supports inclusive education continuity during flood disasters in Barito Kuala, a flood-prone district in South Kalimantan, Indonesia. Drawing on documentary analysis, a multi-stakeholder focus group discussion convened by the district disaster management agency (BPBD), and structured “as-is/to-be” co-design worksheets, the study analyses how disability-related needs were made operational and how responsibilities were coordinated across schools and district agencies. The findings are organised into four themes. First, disability remained socially recognised but institutionally fragile because relevant data were fragmented and inconsistently updated. Second, schools and special schools (SLB) were positioned as coordination hubs for disability data stewardship, family communication, learner tracking, and support continuity. Third, co-design translated broad inclusion commitments into an operational SOP and service pathway across preparedness, response, and recovery phases. Fourth, school leadership responsibilities were codified into routinised practices for communication, accommodation planning, and post-flood learning recovery. The study proposes a practical data–role–routine mechanism showing how district governance can make disability-inclusive flood response more actionable and strengthen inclusive education continuity in recurrently flooded settings.