<![CDATA[Beginning writing skills are one of the fundamental abilities that should be developed in children with special needs, particularly students with intellectual disabilities. However, limitations in cognitive abilities and fine motor skills often cause difficulties in recognizing letters, tracing letters, copying letters, and writing simple words. This study aims to describe teachers' efforts in improving beginning writing skills among first-grade students with intellectual disabilities at SLB Negeri Handayani. The study employed a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation. The findings revealed that teachers implemented several strategies to improve students' beginning writing skills, including letter tracing exercises, copying letters and simple words, utilizing learning media such as worksheets and practice books, providing individual guidance, and giving motivation and reinforcement during the learning process. These efforts positively contributed to the development of students' writing abilities, as indicated by improvements in holding writing tools correctly, writing letters, and copying simple words gradually. In addition, students became more confident and actively participated in learning activities. Therefore, consistent and continuous teacher support can effectively improve beginning writing skills among students with intellectual disabilities in the first grade of SLB Negeri Handayani.]]>
