This study aims to describe the design, implementation, and evaluation of inclusive education at the Insan Permata Integrated Islamic Kindergarten in Malang City. The study used a qualitative approach with a descriptive research type. The research subjects consisted of the principal, class teachers, and Special Assistant Teachers (SAT). Data were collected through observation, interviews, and documentation. The analysis techniques used included data reduction, data presentation, and drawing conclusions. The results of the study indicate that: (1) The design of inclusive education was prepared through the process of gathering students, compiling an Individualized Education Program (IEP), preparing facilities such as a resource room, sensory room, and snozelen room, as well as teacher training related to inclusive learning strategies. (2) The implementation of inclusive education was implemented through project-based learning with curriculum adaptation, collaboration between class teachers and GPK, and the development of positive social interactions between regular students and students with special needs. (3) Evaluations were conducted daily, monthly, and semesterly, and included program evaluations to ensure the desired inclusion services. This study concluded that inclusive education at the Insan Permata Integrated Islamic Kindergarten has been running quite effectively.

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