<![CDATA[This study aimed to describe adaptive learning practices implemented in a regular classroom without a special assistant teacher at SDN 006 Muara Wahau, focusing on the accommodation of a student with hearing impairment within a regular learning environment. The study employed a descriptive qualitative approach within a single-case context. Data were collected through interviews, classroom observations, and documentation and were validated through source and technique triangulation. Data analysis involved data reduction through coding relevant field data, categorization based on emerging patterns of instructional adaptation, data display, and conclusion drawing. The findings showed that adaptive learning practices were primarily implemented through simplified and repeated instructions, the use of visual and concrete learning materials, differentiated assistance according to the student's learning needs, and peer tutoring to facilitate understanding and classroom participation. Peers played an important role in helping the student follow instructions, complete learning activities, and engage in classroom interactions. However, adaptive assessment remained limited because evaluation procedures were not yet systematically differentiated according to the student's individual characteristics and learning needs. The absence of a special assistant teacher also placed greater responsibility on the classroom teacher in simultaneously managing whole-class instruction and individualized support. These findings, derived from a single-case context, indicate that adaptive learning practices can support the participation of students with hearing impairment in regular classrooms, although systematic instructional planning, individualized assessment, and professional support still require further strengthening.]]>
