BEHIND INCLUSIVE CLASSROOMS: HOW SPECIAL EDUCATION SUPPORT TEACHERS (GURU PENDAMPING KHUSUS) ENABLE LEARNING IN AN INTERNATIONAL SCHOOL SETTING

Abstract

This study explores the strategic role of Special Education Support Teachers (Guru Pendamping Khusus or GPK) in implementing inclusive education in international school settings. The focus is placed on the daily responsibilities, challenges, and institutional support experienced by a GPK at an international school in Jakarta. The research responds to the increasing demand for inclusive practices in diverse educational environments, where the GPK acts as a key figure in bridging individualized student needs with mainstream teaching structures. A qualitative case study approach was applied, involving in-depth interviews, classroom observation, and document analysis. Findings indicate that GPKs contribute significantly to curriculum access by adapting learning materials, simplifying instruction, and guiding students with learning or language challenges through personalized support. They maintain flexible, informal collaboration with classroom teachers and often take initiative in communicating with parents. However, the absence of structured inclusion policies, limited involvement in formal IEPs, and lack of institutional coordination pose persistent challenges. Despite these constraints, GPKs exhibit strong professional commitment, responsiveness, and creativity in supporting inclusive practices. The study concludes that optimizing the role of GPKs requires clearer institutional support, role clarity, and structured collaboration with teaching staff. This research offers practical insights for school leaders, educators, and policymakers to enhance the effectiveness of inclusive education, particularly in international school contexts where cultural and pedagogical diversity present unique complexities.