Documentation as a Management Mechanism for Individual Learning: A Case Study at Sekolah Alam Depok

Individualized learning requires schools to translate assessment information into coordinated plans, shared responsibilities, and follow-up actions. In Indonesian inclusive education, Program Pembelajaran Individual (PPI) provides a context-specific framework for organizing individualized learning. However, how PPI documentation is managed as an institutional information resource warrants further examination. This study examined the management of Individualized Learning Program (ILP) documentation as an education-management mechanism within the Special Needs Center (SNC) of Sekolah Alam Depok, Indonesia. A focused thematic analysis was conducted using qualitative data collected through semi-structured interviews, observations, and document analysis involving 13 participants: one school principal, one SNC coordinator, two SNC facilitators, three shadow teachers, and six parents. Data credibility was strengthened through triangulation across sources and techniques, comparison of interview accounts with observational and documentary evidence, and an audit trail of coding decisions. The findings indicate that PPI documentation contained information about learners’ baseline abilities, individualized learning targets, strategies, responsible implementers, current abilities, and follow-up activities. The records provided a reference for planning, coordination, and monitoring individualized learning. However, although relevant information had been documented, the records were not yet systematically organized within an institutional repository that could be accessed for ongoing review and follow-up. Parents emphasized the importance of having their children’s PPI documents and developmental records organized in an accessible folder to facilitate the review of progress and identification of further support needs. The study highlights the importance of managing PPI documentation as a structured institutional information resource to support coordination, monitoring, continuity, and informed decisions about individualized learning in inclusive education.