<![CDATA[This research is motivated by the importance of implementing inclusive learning for children with ADHD in elementary schools. Children with ADHD have characteristics such as difficulty concentrating, hyperactivity, and impulsivity, so teachers need appropriate learning strategies to ensure optimal learning. This study aims to determine the implementation of classroom teacher strategies in inclusive learning for first-grade children with ADHD at Insan Prestasi Elementary School, Denpasar City. This study uses a qualitative approach with a descriptive qualitative research type. The theories used in this study are constructivism theory, social learning theory, inclusive learning theory, and learning strategy theory. The research subjects consisted of first-grade teachers, the principal, and students with ADHD. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis techniques used the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers have implemented various inclusive learning strategies such as individual approaches, cooperative learning, the use of visual media, providing gradual directions, and special assistance to students with ADHD. These strategies help students with ADHD be more active and able to participate in learning with their friends. However, teachers also encounter several challenges, such as students' difficulty concentrating, hyperactive behavior, diverse classroom management, and limited facilities and infrastructure to support inclusive learning]]>
