<![CDATA[This Community Service Program (PkM) aimed to enhance teachers’ pedagogical competence in designing and implementing instructional strategies for students with special educational needs at MIS NWDI Tebaban. The program was motivated by teachers’ limited readiness in implementing inclusive education, particularly in understanding the characteristics of students with special needs, designing differentiated instruction, and managing inclusive classrooms effectively. The method employed was a needs-based participatory training approach consisting of preparation, implementation, and evaluation stages. The program was conducted through workshops involving interactive lectures, case discussions, teaching reflection activities, and practical exercises in designing adaptive instructional strategies. The evaluation was carried out through simple pretests and posttests as well as participant observation during the training sessions. The results indicated that more than 80% of teachers showed improved understanding of inclusive education concepts and the characteristics of students with special educational needs. In addition, approximately 75% of teachers were able to design more adaptive and individualized learning strategies, while around 70% demonstrated improved skills in implementing differentiated instruction, utilizing simple assistive media and technology, and managing supportive inclusive classrooms. These findings suggest that structured, participatory, and practice-oriented training effectively improves teachers’ pedagogical competence and supports the implementation of inclusive education in elementary schools.]]>
