<![CDATA[This study aims to analyze the learning strategies used by inclusive teachers in handling children with speech delay aged 4–5 years at TK Pelangi Medan. This research employed a descriptive qualitative approach. The subjects of this study were two teachers who teach in an inclusive classroom. Data were collected through observation and in-depth interviews. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing.The results showed that the teachers’ learning strategies consist of several main components, namely learning topics, learning objectives, learning steps, teaching methods, learning media, learning resources, and learning time. The learning topics are designed based on the curriculum and adjusted to the children's needs. The learning objectives are arranged flexibly by considering children's communication and social development. The learning steps are carried out in simple and gradual stages through storytelling and question-and-answer activities. The methods used include learning through play and group work. The learning media consist of pictures, videos, and teaching aids, while the learning resources come from educational books and the surrounding environment. In addition, teachers provide additional time and special assistance for children with speech delay.Based on the findings, it can be concluded that the learning strategies implemented by the teachers have effectively supported inclusive learning and helped improve the communication, social, and cognitive development of children with speech delay.]]>
