Eta Yuni Lestari, Ani Purwanti, Ratna Herawati, Triyanto Triyanto, Danang Puji Atmojo, Fatma Kusuma Mahanani
The fulfillment of educational rights for children with disabilities in developing countries often faces a significant gap between ambitious legal frameworks and systemic implementation failures. This study explores the lived experiences of families navigating Indonesia’s inclusive education system, with a specific focus on fathers’ shifting roles and cultural negotiations. Utilizing a qualitative approach within a social-interpretative paradigm, data were collected through semi-structured interviews and participant observations at a public special school (SLB) in Central Java. Participants included ten parents and guardians (fathers, mothers, and a grandmother) selected through purposive sampling to provide a dyadic perspective on paternal involvement. Thematic analysis reveals that caregiving for children with disabilities is a multidimensional struggle characterized by a “triple burden” of daily care, rehabilitation demands, and social stigma. Findings indicate a significant paradigm shift, with fathers moving beyond the traditional “breadwinner” role to become active “co-caregivers” and advocates. This transition often involves socio-economic sacrifices, such as moving to informal employment to facilitate school accompaniment. Furthermore, fathers act as “protectors,” frequently opting for special education over regular inclusive schools to shield children from bullying and social exclusion. The study also highlights the emergence of social solidarity among fathers as a collective buffer against limited state support. These results underscore the need for policies that move beyond formalistic mandates toward integrated family-support programs that recognize the pivotal role of fathers in the educational trajectory of children with disabilities. © The Author(s), under exclusive licence to Springer Nature B.V. 2026.
Faculty of Law, Universitas Diponegoro, Semarang, Indonesia; Faculty of Social Sciences, Sebelas Maret University, Surakarta, Indonesia; Faculty of Social and Political Sciences, Universitas Negeri Semarang, Semarang, Indonesia; Faculty of Education and Psychology, Universitas Negeri Semarang, Semarang, Indonesia; Faculty of Social and Political Sciences, Universitas Gadjah Mada, Yogyakarta, Indonesia
