Evaluation of Individualized Education Program Implementation in Special Needs Center Services at Sekolah Alam Depok

Abstract

The Individualized Education Program (IEP) is an important strategy for providing inclusive education that responds to the diverse needs of students with special needs. This study evaluated IEP implementation at the Special Needs Center (SNC) of Sekolah Alam Depok using the Context, Input, Process, Product (CIPP) evaluation model. A qualitative evaluative design was employed, involving the school principal, SNC facilitators, Special Education Teachers (GPK), and parents selected through purposive sampling. Data were collected through semi-structured interviews, observations, and document analysis and analyzed qualitatively across the four CIPP components. The findings indicate that IEP implementation is supported by inclusive policies, systematic needs assessment, relatively adequate resources, collaborative practices, and adaptive instruction that contribute to students’ academic, social, and independent development. However, gaps remain in continuous teacher professional development, the systematization of IEP-related documentation, individualized learning facilities, and monitoring mechanisms. These findings indicate that the sustainability of IEP services depends not only on maintaining existing practices but also on institutionalizing continuous capacity building, integrated documentation, and systematic monitoring. Practically, the evaluation provides evidence-based priorities for schools to strengthen IEP planning, implementation, progress monitoring, documentation, and school-parent collaboration, thereby supporting more consistent and sustainable inclusive education services.