Abstract
Students with special needs in Indonesia can access education in either a special school or an inclusive school. In both systems, there are still many obstacles to ensuring the quality education for students. During the current pandemic crisis, these obstacles are getting worse. Some dramatic changes have been applied to national policies and daily learning practices at schools. Therefore, it is of interest to investigate the current situation of special and inclusive education in Indonesia. The study will be focussed on the ideology about special and inclusive education development, the strength and weaknesses of inclusive and special education programmes, and the strategies or models with which the Indonesian educational system will proceed in a VUCA (volatility, uncertainty, complexity and ambiguity) world.
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