This study aims to determine the implementation of special education management at Special School for Autism. This research is descriptive qualitative research. The speakers in this research are the principal and two teachers at Special School for Autism in Karanganyar. Data were collected by interview, observation, and documentation. Data analysis techniques using Miles and Huberman models. There are three steps in this model, namely data reduction, data display, and conclusion. The implementation of special education management at Special School for Autism in coordination by a principal. In planning educational programs, tailored to the ability of each autistic student using IEP (Individual Educational Program). The school has an organizational structure that works in accordance with its duties. The principal is in charge of coordinating school management, while the teacher is responsible for the management of the class. Special School for Autism is a recently established school. The condition of autistic students who have different characteristics, the location of the foundation's office with the school is very far away, and the entry of students with different disorder conditions with autistic students makes the implementation of education management in Special School for Autism not running optimally. Therefore, schools have made efforts to minimize these barriers.

This study aims to evaluate the inclusion of inclusive education in Magetan. This research is a descriptive quantitative research conducted on 5 elementary and middle school providers of inclusive education in Magetan. The sampling technique uses purposive random sampling. Data collection technique in this research is using questionnaire in the form of Self Evaluation Instrument Inclusion School developed by Yusuf (2014). Data analysis technique is using descriptive statistics. The results show that inclusive education in Magetan is classified as a good criterion where there is an average of 64% of 9 dimensions of inclusive education in accordance with the standard with the following details: Institutional aspect 74% (good), curriculum aspect 83% (excellent), 60% and good (60%), 60% (good), 58% (medium), 51% human resources aspect 58% (medium), facilities and infrastructure aspects 17% (very less), community participation aspect 63% (good), and financing aspects 46% (medium).

The Covid-19 pandemic has changed the special education system. This study aims to (1) determine the differences in the learning motivation of visually impaired students during the pandemic based on gender; (2) knowing the differences in the learning motivation of visually impaired students during the pandemic based on the SMPLB/SMALB level; and (3) knowing the differences in the learning motivation of visually impaired students during the pandemic based on the ownership of facilities and infrastructure. This research is a type of quantitative descriptive research.The sampling uses the Purposive Sampling Technique, and the subjects in this study were 30 visually impaired students at the SMPLB and SMALB levels at SLB A National Level Trustees who were carrying out learning. The data collection technique is using a learning motivation scale (rxx = 0.809). The data analysis technique was using the independent sample t-test with the help of SPSS. The researchers analyzed learning motivation based on gender, SMPLB/SMALB level, and ownership of facilities and infrastructure. The results of this study indicate that: (1) there is no significant difference in the learning motivation of visually impaired students during the pandemic based on gender; (2) there is no significant difference in the learning motivation of visually impaired students during the pandemic based on the SMPLB/SMALB level; and (3) there is a significant difference in the learning motivation of visually impaired students during the pandemic based on ownership of facilities and infrastructure.