Indonesia is looking for ways to create education more inclusive in the last two decades. In inclusive schools, all students, regardless of their background, including those with impairments, have equal access to educational opportunities. Of course, it must be executed in compliance with the existing legislation in order to ensure the achievement of noble educational goals. As a result, the service quality of inclusive schools must really support equity. Bullying among special-needs children, discrepancies in learning materials, insufficient infrastructure, and a shortage of qualified human resources are just a few examples of inclusive education’s poor quality.
So far, school quality monitoring and assessment have been successfully implemented at all levels of education. In fact, special schools are also not exempt from the evaluation. This situation, however, is distinct from the adoption of inclusive schools. Services for pupils with exceptional needs should not be ruled out just because they are integrated. National accreditation authorities have so far remained unconcerned about the quality of services provided in inclusive schools. To guarantee that service quality is maintained, the functions of planning, execution, evaluation, improvement, and development must all be implemented. To put it another way, the accreditation organization in charge of monitoring and assessing educational quality must design instruments to assess the quality of services provided in inclusive schools.
The minimal competency evaluation has recently become a matter of debate within many educational groups. This is a novel method of assessing a school’s educational excellence. The gathered inputs are utilized as capital for a program to equalize the quality of education across the country. The program, however, has had little effect on the level of inclusiveness at a school. Distributing the right to education to all people entails meeting not only material and social demands, but also a variety of non-material ones. It is vital for many parties to make efforts to ensure the quality of inclusive education in order to maintain the character of education.