<![CDATA[Inclusive education in elementary schools requires more than admitting students with special needs into regular classrooms; it must be supported by adaptive learning, fair assessment, collaboration, and sustainable services. In biology-oriented IPAS learning, these needs are crucial because science learning involves observation, simple practical activities, concrete media, communication, and active participation. This study aimed to analyze the need to strengthen inclusive education in biology-oriented IPAS learning, focusing on differentiation, teacher–special assistant teacher–parent collaboration, inclusive assessment, and learning support. A descriptive qualitative approach was used through observation, semi-structured interviews, and documentation at UPT SPF SDN Mongisidi 1 Makassar. The main informant was a teacher/special assistant teacher involved in supporting students with special needs. Data were analyzed through reduction, thematic coding, presentation, and conclusion drawing, with trustworthiness strengthened through technique and source triangulation. The findings show that the school has implemented inclusive practices through regular classroom placement, special assistant teacher support, an inclusion room, modified indicators, simple IPAS activities, differentiated assessment, parent communication, and general learning technologies. However, further strengthening is needed in adaptive IPAS modules, individual rubrics, behavior-management procedures, accessibility, assistive technology, psychologist collaboration, and sustainable financing for special assistant teachers.]]>
