This study examines the transition from marginalization to inclusion by analyzing the gap between formal legal protection frameworks and the lived realities of teachers with disabilities in Indonesia within the context of Sustainable Development Goal 4 (SDG 4) on inclusive and equitable quality education. Employing a qualitative socio-legal research approach grounded in sociological jurisprudence, the study explores how legal protections are understood, implemented, and experienced in practice. Empirical material was gathered from 32 teachers with disabilities working in public and private schools in urban and rural areas of Central Java. Supplementary interviews with school principals and education officials were conducted to provide contextual insights into institutional implementation and policy support. The material was analyzed thematically to examine how legal awareness, institutional support, and access to educational rights interrelate. The findings indicate that limited legal protection stems not from the absence of regulations but from weak implementation, inadequate institutional capacity, and insufficient funding for reasonable accommodation. Participants’ accounts reveal professional, social, and cultural barriers and limited legal awareness, while geographical disparities reinforce unequal access and exclusion. By linking these findings to SDG 4, particularly Targets 4.5 and 4.a, the study explains the structural challenges in implementing inclusive education policies. It argues that substantive inclusion requires stronger policy enforcement, institutional capacity building, and sustainable resource allocation. Effective legal protection for teachers with disabilities is therefore essential for advancing social justice, inclusive education, and the broader objectives of sustainable development.
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