Penelitian ini mengkaji pemenuhan hak atas pendidikan bagi Peserta Didik Berkebutuhan Khusus (PDBK) melalui kerangka access to justice dalam kebijakan pendidikan inklusif di tingkat Sekolah Menengah Atas (SMA). Sebagai kelompok rentan, PDBK memiliki hak yang sama atas pendidikan, namun dalam pelaksanaannya masih menghadapi berbagai hambatan. Tujuan penelitian ini adalah untuk memahami bagaimana kebijakan pendidikan inklusif diatur dan diimplementasikan, serta bagaimana prinsip access to justice dapat menjamin terpenuhinya hak pendidikan PDBK secara substantif. Penelitian ini menggunakan metode socio-legal dengan mengumpulkan data melalui wawancara mendalam dengan guru, wakil kepala sekolah bidang kesiswaan, guru BK, guru pendamping khusus, PDBK, dan teman sekelasnya, serta melalui observasi langsung non-partisipatif terhadap proses pembelajaran dan interaksi sosial di dua SMA Negeri di Jakarta, yakni SMAN 1 dan SMAN 4 Jakarta. Hasil penelitian menunjukkan bahwa kebijakan pendidikan inklusif secara normatif telah memperluas akses yang setara terhadap pendidikan. Namun, dalam praktiknya masih terdapat tantangan seperti keterbatasan layanan pendukung, kurangnya pelatihan guru, transisi yang belum sistemik, serta rendahnya penerimaan sosial dari lingkungan sekolah. Hal ini menunjukkan bahwa pemenuhan hak pendidikan bagi PDBK belum sepenuhnya tercapai secara adil dan setara. Penelitian ini merekomendasikan penguatan kebijakan dan pelibatan seluruh ekosistem sekolah dan pemerintah dalam membangun budaya inklusif.

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This research examines the fulfillment of the right to education for Students with Special Needs (PDBK) through the framework of access to justice in inclusive education policies at the Senior High School (SMA) level. As a vulnerable group, students with special needs have the same right to education, but in practice, they still face various obstacles. The purpose of this research is to understand how inclusive education policies are regulated and implemented, as well as how the principle of access to justice can substantively ensure the fulfillment of the educational rights of children with disabilities. This research uses the socio-legal method by collecting data through in-depth interviews with teachers, the vice principal for student affairs, guidance counselors, special assistant teachers, students with disabilities, and their classmates, as well as through non-participatory direct observation of the learning process and social interactions at two public high schools in Jakarta, namely SMAN 1 and SMAN 4 Jakarta. The research results show that inclusive education policies have normatively expanded equal access to education. However, in practice, there are still challenges such as limited support services, lack of teacher training, non-systemic tranSRons, and low social acceptance within the school environment. This indicates that the fulfillment of educational rights for children with disabilities has not yet been fully achieved in a fair and equitable manner. This research recommends strengthening policies and involving the entire school ecosystem and government in building an inclusive culture.