Data Digitalization as a Strategy to Enhance Accessibility of Inclusive Education Services for Children with Special Needs

Abstract

Inclusive education is a public service that ensures every child, including children with special needs, has equal access to quality education. However, its implementation still faces barriers such as late identification, fragmented data, limited teacher support, inadequate facilities, and weak coordination among stakeholders. This article analyzes how data digitalization can strengthen inclusive education governance through a qualitative descriptive approach based on literature review and document analysis. The findings show that digitalized data can support early identification, mapping of reasonable accommodations, learning support monitoring, cross-sectoral coordination, and evidence-based policy-making. The article concludes that data digitalization is not merely an administrative innovation, but a public service transformation strategy to create more accessible, equitable, transparent, and sustainable inclusive education services.