Authors:
Agung Dani Ramdani, Lili Nurlaili, Herdi Wisman Jaya, P. Sudha, Saslina Kamaruddin

Addresses:
Department of Education Management, Pamulang University, Pamulang, Banten, Indonesia. Department of Management Studies, Dhaanish School of Management, Dhaanish Ahmed College of Engineering, Chennai, Tamil Nadu, India. Faculty of Management and Economics, Sultan Idris Education University, Tanjung Malim, Perak, Malaysia.

Abstract:

This study examines the influence of school-based management, parental participation, the role of school committees, and interpersonal communication on the effectiveness of Individualized Education Programs (IEPs) in special schools across Pandeglang Regency. The IEP is a key instrument in ensuring that students with special needs receive appropriate educational services tailored to their abilities, developmental stages, and learning potential. However, the effectiveness of IEPs often depends on how well schools manage their resources, involve parents, optimize committee support, and establish effective communication among stakeholders. The research employed a quantitative, survey-based approach, involving principals, teachers, and school committee members as respondents. Data were gathered using structured questionnaires and analyzed using multiple regression techniques to determine the extent to which each factor contributed to IEP effectiveness. School-based management greatly improves institutional readiness, policy alignment, and program accountability. Parents provide emotional, motivational, and continuity-of-learning support at home, while school committees mobilize resources, make decisions, and build community relationships. Interpersonal communication increases trust, understanding, and collaboration between educators, parents, and committees, making learning more inclusive. Overall, these four factors strengthen special school IEPs. The report proposes a holistic and collaborative approach to inclusive education in Pandeglang Regency. To improve special education, administration, partnership, and communication must be improved.

Keywords: School-Based Management; Parental Participation; School Committee; Resource Mobilization; Interpersonal Communication; Individualized Education Program (IEP).

Received on: 15/12/2024, Revised on: 04/02/2025, Accepted on: 09/05/2025, Published on: 03/01/2026

DOI: 10.69888/FTSHS.2026.000625

FMDB Transactions on Sustainable Humanities and Society, 2026 Vol. 3 No. 1, Pages: 1–14

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