<![CDATA[Abstract: Teachers at SD Negeri Sambirejo 01 and 02 in Desa Sambirejo, Kabupaten Semarang, had no experience in teaching students with special needs. Their understanding of inclusive education, initial assessment, adaptive learning strategies, and inclusive classroom management was also limited. This community service program aimed to strengthen teachers’ conceptual understanding and initial readiness to implement adaptive learning in inclusive classrooms. Fifteen of the 16 teachers attended a one-day training. The training comprised material presentations, case discussions, practice in developing simple assessments, and discussions of adaptive learning strategies and inclusive classroom management. Program outcomes were evaluated using a conceptual understanding pretest-posttest and a self-report questionnaire. The mean conceptual understanding score increased significantly from 13.27 to 14.40 (t = -3.90, p = .002). For simple assessment procedures, 60% of participants reported a fairly clear understanding and 40% a very clear understanding. For adaptive learning strategies and inclusive classroom management, 20% rated the material as clear and 80% as very clear. The program may serve as a teacher capacity-building model in areas with limited support for inclusive education. Keywords: adaptive learning; elementary school teachers; inclusive classrooms; teachers’ competence Abstrak: Guru SD Negeri Sambirejo 01 dan 02 di Desa Sambirejo, Kabupaten Semarang, belum berpengalaman menangani peserta didik berkebutuhan khusus. Pemahaman mereka tentang pendidikan inklusif, asesmen awal, strategi pembelajaran adaptif, dan manajemen kelas inklusif juga masih terbatas. Program pengabdian ini bertujuan memperkuat pemahaman konseptual dan kesiapan awal guru dalam menerapkan pembelajaran adaptif untuk kelas inklusif. Sebanyak 15 dari 16 guru mengikuti pelatihan satu hari. Pelatihan meliputi penyampaian materi, diskusi kasus, praktik penyusunan asesmen sederhana, serta diskusi strategi pembelajaran adaptif dan manajemen kelas inklusif. Keberhasilan program dievaluasi melalui pretest-posttest pemahaman konseptual dan kuesioner self-report. Skor rata-rata pemahaman konseptual meningkat signifikan dari 13.27 menjadi 14.40 (t = -3.90, p = .002). Pada prosedur asesmen sederhana, 60% peserta menyatakan cukup jelas dan 40% sangat jelas. Pada strategi pembelajaran adaptif dan manajemen kelas inklusif, 20% peserta menyatakan jelas dan 80% sangat jelas. Program ini dapat menjadi model pengembangan kapasitas guru di wilayah dengan dukungan pendidikan inklusif yang terbatas. Kata kunci: guru sekolah dasar; kelas inklusif; kompetensi guru; pembelajaran adaptif]]>
