Pendidikan Inklusif Sebagai Ruang Akses Pendidikan Masyarakat Miskin di Indonesia

Abstract

Inclusive education has become increasingly relevant in discussions on efforts to expand access to education for poor communities in Indonesia. Although education is often positioned as a means of social mobility, realities on the ground show that disadvantaged groups continue to face various structural barriers in obtaining equitable and sustainable education. This article aims to examine how inclusive education can function as a space for educational access for poor communities, while also identifying the challenges of its implementation within the national education system. This study employs a Systematic Literature Review (SLR) method by reviewing scholarly articles retrieved from Google Scholar. The findings indicate that poverty remains a major factor influencing low levels of educational participation, persistence, and quality. Inclusive education in this study is understood not merely as the integration of students with special needs into regular schools, but as an approach that seeks to create a more equitable education system for socially and economically vulnerable groups. The literature review analysis further shows that inclusive education is not only an educational agenda, but also part of broader efforts toward sustainable social development. Therefore, strengthening inclusive education needs to be carried out systematically and continuously in order to address educational inequality in a more substantive manner. Access to inclusive education for poor communities in Indonesia remains a structural issue that requires a multidimensional approach.