<![CDATA[Inclusive education is an educational system that provides opportunities forall learners. The diversity of student characteristics in inclusive classrooms requires teachers to implement learning strategies capable of accommodating the learning needs of every student while simultaneously fostering harmonious socialrelationships. The issues examined in this study include: (1) teacher strategies formanaging inclusive learning; (2) obstacles faced by teachers in fostering harmonybetween students with special needs and regular students; and (3) efforts made toovercome these obstacles. This study aims to identify the teacher's strategies, theobstacles encountered, and the efforts undertaken to manage inclusive learning inorder to foster harmony between students with special needs and regular studentsin Class IV-A at SD Insan Prestasi School Denpasar. This study employs constructivist and behaviorist theories. The research subject is the homeroom teacher of Class IV-A at SD Insan Prestasi School Denpasar. The study utilizes a qualitative approach with data collection methods comprising observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model, which involves data reduction, data display, andconclusion drawing. The research results indicate that: (1) teacher strategies for managing inclusive learning are implemented through differentiated instruction, cooperative learning, the fostering of positive social interactions, and the use of a modified scientific approach; (2) obstacles faced by teachers include diverse student cognitive abilities, limitations regarding time and classroom management, limited learning media, and a lack of parental involvement; and (3) the efforts made by the teacher to overcome these obstacles, namely developing learning media, implementing "3-minute focus" learning, modifying student worksheets (LKPD) and utilizing simple media, and strengthening cooperation with students' parents.]]>
