Policy-to-practice gaps in inclusive education: a multi-stakeholder evaluation framework

Abstract

This study evaluated the implementation of inclusive education policy in Bone Bolango Regency, Indonesia, focusing on the gap between administrative commitment and substantive service delivery. A qualitative evaluative design integrated the Context, Input, Process, and Product (CIPP) framework, Dunn’s policy evaluation criteria, and Edward III’s implementation analysis. Data were collected through interviews, observations, and document reviews involving 22 informants selected through purposive and snowball sampling, and analyzed using interactive qualitative analysis. Findings revealed strong regulatory support, communication, school acceptance, and student access, but persistent weaknesses in professional support, assessment validity, adaptive learning resources, standardized procedures, referral mechanisms, supervision, and institutional continuity. These findings indicate a transition from administrative to substantive inclusion. The study contributes an integrated evaluation framework for examining inclusive education policy in decentralized governance. Strengthening implementation requires standardized assessment and referral systems, professional capacity development, adaptive instruction, and institutionalized monitoring beyond administrative compliance.