Keywords
Children with Special Needs
Inclusive Education
Inclusive Pedagogy
Teacher Adaptation
How to Cite
Abstract
Background: Inclusive education emphasizes equitable learning opportunities for children with special needs within regular elementary classrooms by addressing academic, social, and emotional diversity through adaptive pedagogical practices. Despite increasing policy support, many schools continue to face challenges in translating inclusive principles into practical classroom strategies, particularly in resource constrained environments where teachers must rely on creativity, empathy, and contextual adaptation.
Aims: This study aimed to analyze the characteristics of inclusive learning implementation that enhance participation and 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, then analyzed using thematic analysis to identify key patterns of inclusive educational practice.
Result: The findings reveal that inclusive learning is characterized by adaptive classroom arrangements, varied instructional strategies, individualized mentoring, and flexible assessment adjustments supported by empathetic communication and child friendly school programs. However, challenges remain, including limited inclusive training, behavioral regulation issues, and the absence of special assistant teachers.
Conclusion: Inclusive education is sustained through teacher adaptability, collaborative school culture, and humane assessment practices, offering practical implications for strengthening inclusive learning environments and guiding future research toward sustainable, context responsive educational innovation.
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