Choirunnisa  

Departemen Ilmu Komunikasi Fakultas Komunikasi dan Desain Universitas Pamulang Kota Tangerang Selatan Banten  

Hendy Setiawan 

Departemen Ilmu Pemerintahan Fakultas Ilmu Sosial dan Ilmu Politik Universitas Selamat Sri 

DOI: https://doi.org/10.19184/e-sospol.v13i1.60002

ABSTRACT 

This paper examines collaborative governance in strengthening inclusive education services in Bantul Regency. The issue of inclusive education services has not yet received optimal attention from the government. This has resulted in a high dropout rate for vulnerable groups. Amidst the sad issue of inclusive education services, Bantul Regency is working to strengthen services in this sector. Despite its limitations, Bantul Regency is conducting cross-stakeholder collaboration to accelerate inclusive education services in Bantul. This study used a qualitative method with a literature review approach. Data were collected from secondary sources and processed using the Miles and Hubberman data analysis model. The research results show that collaborative governance has been implemented. For example, involving the NGO sector in establishing inclusive villages to support the strengthening of accessible education services. The Bantul Regency Government also has policies and regulations governing their support for the fulfillment of disability rights (Bantul Regent Regulation Number 71 of 2024), including in educational access. However, the involvement of universities in Bantul has not been optimal. In fact, their role is vital in supporting the acceleration of inclusive Bantul. At least four major universities, such as UMY, UAD, ISI Yogyakarta, and Alma Ata University, have the potential to be involved, given their institutions engaged in advocacy for the fulfillment of citizen inclusivity. Therefore, going forward, the Bantul Government must be able to build stronger collaborative work with universities so that strengthening the accessibility of inclusive education services can be realized properly .

Keywords: Collaborative governance; Educational service; Inclusive education 

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