Keywords
Children with Special Needs
Inclusive Education
Inclusive Learning Strategies
Teacher Adaptation
How to Cite
Abstract
Background: Inclusive education requires learning practices that respond to the academic, social, and emotional diversity of children with special needs in regular elementary schools. Despite increasing policy attention, empirical descriptions of how inclusive strategies are enacted in resource constrained classrooms remain limited. Understanding practical adaptations implemented by teachers is essential to strengthen equitable participation and holistic student development.
Aims: This study aimed to analyze inclusive learning strategies that enhance participation and support the holistic development of children with special needs at the elementary school level.
Methods: A qualitative descriptive case study was conducted at SD Negeri Bumirejo 1 involving classroom teachers and the school principal selected through purposive sampling. Data were collected through classroom observations, semi structured interviews, and document analysis, and were analyzed using thematic analysis to identify key patterns of inclusive practice.
Result: The findings indicate that inclusive learning is implemented through adaptive classroom arrangements, varied instructional methods, individualized mentoring, and flexible assessment adjustments supported by empathetic communication and child friendly school programs. However, challenges such as behavioral regulation difficulties, limited adaptive facilities, and the absence of special assistant teachers remain significant.
Conclusion: The findings indicate that inclusive learning is implemented through adaptive classroom arrangements, varied instructional methods, individualized mentoring, and flexible assessment adjustments supported by empathetic communication and child friendly school programs. However, challenges such as behavioral regulation difficulties, limited adaptive facilities, and the absence of special assistant teachers remain significant.
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