The increase in the inclusion of people with disabilities in higher education institutions requires that the Public Higher Education Institutions (IPTA) recognize the rights and needs of people with disabilities to further their education. After a public university, the Disability Inclusion Policy will be extended to all polytechnics and community colleges. The purpose of this inclusive education policy is to eliminate the segregation of students with disabilities to get the best education, while benefiting non-disabled students. However, there are some challenges in achieving inclusive policy goals: non-dynamic organization, lack of technology aids and difficulty accessing students' physical learning environment by wheelchair or with walking aids. Therefore, this study was conducted to study the need to provide comprehensive infrastructure and facilities as well as to provide trained lecturers to special needs students in polytechnics and community colleges. This study involved lecturers and community college management as respondents. It uses questionnaires and interviews to obtain data and research results are analyzed descriptively using Statistical Packages For Social Sciences for windows version 23.0 (SPSS) software to obtain frequency, percentages and mean scores while interview data are analyzed manually. is positive about the learning support of special needs students. While the institution's readiness for infrastructure facilities for special needs students needs to be enhanced by taking into account the financial factors that are channeled to the institution. Lecturers' experience and skills in managing students with disabilities are a key factor in the success of this group's Learning and Teaching sessions, however these skills are still at a low level and need to be given more relevant training not only for lecturers, but also for support staff as support groups. towards enabling inclusive learning.
level of readiness; community college; special needs student;