Research Article
From Policy to Practice: Understanding the Implementation of Individualized Educational Programs (IEPs) in Inclusive Primary Schools
@INPROCEEDINGS{10.4108/eai.2-11-2024.2354547, author={Wirza Feny Rahayu and Rahmadianti Aulia and Audia Syaidina and Nurul Hidayah}, title={From Policy to Practice: Understanding the Implementation of Individualized Educational Programs (IEPs) in Inclusive Primary Schools}, proceedings={Proceedings of the 3rd International Conference on Psychology and Health Issues, ICoPHI 2024, 2 November 2024, Padang, West Sumatera, Indonesia}, publisher={EAI}, proceedings_a={ICOPHI}, year={2025}, month={2}, keywords={inclusive education iep implementation teacher experiences thematic analysis systemic barriers}, doi={10.4108/eai.2-11-2024.2354547} }- Wirza Feny Rahayu
Rahmadianti Aulia
Audia Syaidina
Nurul Hidayah
Year: 2025
From Policy to Practice: Understanding the Implementation of Individualized Educational Programs (IEPs) in Inclusive Primary Schools
ICOPHI
EAI
DOI: 10.4108/eai.2-11-2024.2354547
Abstract
This study examines the implementation of Individualized Education Programs (IEPs) in inclusive primary schools in Padang, focusing on teachers' perspectives and experiences. Using a qualitative sequential exploratory design, data were collected through semi-structured interviews with 11 teachers and analyzed using thematic analysis in Nvivo15. Findings reveal four themes: effective implementation marked by high teacher engagement and motivation; partially effective implementation hindered by limited awareness of special needs and fluctuating teacher confidence; ineffective implementation due to inadequate teacher-to-student ratios, insufficient parental involvement, and limited training in IEP design and execution; and expected implementation reflecting aspirations for systemic support, regular training, and stakeholder collaboration. These findings highlight systemic barriers in inclusive education, emphasizing the need for targeted interventions such as enhanced teacher training, collaborative strategies, and policy-level reforms. This research contributes to the discourse on improving IEP implementation to ensure equitable learning opportunities in inclusive educational settings.
