Inclusive Education Implementation in Oman and Indonesia: A Comparative Analysis Study.

Area of Science:

• Education Policy
• Comparative Education
• Special Education

Background:

• Limited research exists on inclusive education implementation in non-Western nations like Indonesia and Oman.
• Despite cultural similarities, Indonesia and Oman exhibit distinct education governance structures.
• Understanding these governance differences is vital for advancing inclusive education policies and practices.

Purpose of the Study:

• To compare inclusive education implementation in Indonesia and Oman.
• To analyze policy and practice differences across five key dimensions: service models, teacher training, curriculum adaptation, community involvement, and cultural attitudes.

Main Methods:

• Qualitative document analysis of 33 policy and implementation documents from Indonesia and Oman.
• Focused analysis on five critical dimensions of inclusive education.

Main Results:

• Oman's centralized governance ensures policy consistency but restricts community engagement and school autonomy.
• Indonesia's decentralized system promotes local innovation and community participation, yet results in variable implementation quality.
• Both countries face challenges in teacher training, curriculum adaptation, and overcoming cultural stigma associated with disabilities.

Conclusions:

• Effective inclusive education necessitates a hybrid governance model balancing centralization and decentralization.
• Continuous teacher professional development, adaptable curricula, robust community partnerships, and cultural transformation are essential.
• These findings provide actionable recommendations for enhancing inclusive education in varied socio-political environments.