<![CDATA[General Background: Disabled children frequently face social rejection and stigma, making adaptability and supportive environments crucial for their psychological development. Specific Background: Inclusive schools integrate children with disabilities, such as those diagnosed with ADHD, dyslexia, dyscalculia, and dysgraphia, into regular classrooms requiring tailored pedagogical support. Knowledge Gap: Despite the adoption of these integrating models, educational institutions consistently struggle with teacher competency, rigid curriculum standards, and a lack of specialized resources to support diverse learning requirements. Aims: This study investigates the practical implementation of learning strategies, identifying constraints and solutions for youth with disabilities within a heterogeneous model at SD Muhammadiyah 2 Sidoarjo. Results: Findings reveal that educators apply specific instructional adaptations, utilizing active breaks to manage ADHD, concrete media to assist with dyscalculia, and oral evaluations to overcome dyslexia and dysgraphia. Furthermore, classroom success relies heavily on collaboration between regular teachers, specialized assistant personnel, and parents, though schools still confront critical shortages in expert staff and assistive technologies. Novelty: This research provides an in-depth mapping of practical adaptive strategies executed for multiple distinct learning disabilities simultaneously within a single regular classroom setting. Implications: Optimizing this educational framework requires urgent institutional adjustments to provide flexible curriculum guidelines, advanced teacher competency training, and accessible technological facilities. Highlights: Active breaks and concrete tools facilitate cognitive development among youth experiencing ADHD and dyscalculia. Oral evaluations successfully accommodate learners diagnosed with reading and writing difficulties. Collaboration between regular instructors and dedicated assistants determines classroom success. Keywords: Learning Disabilities, Adaptive Pedagogy, Special Assistant Teachers, Classroom Management, Educational Collaboration]]>
