<![CDATA[This research is motivated by the message of the 1945 Constitution article 31 paragraph 1 and Law Number 20 of 2003 concerning the National Education System article 5 paragraph (2) which explains that every citizen has the right to education, as well as citizens who have physical, emotional, mental, intellectual, and/or social disorders have the right to obtain quality special education services. to review, describe and analyze the stages of 1) planning, 2) organizing, 3) implementation, 4) control, and 5) the impact of inclusive learning in improving services to PDBK in regular schools. This research uses a qualitative approach with a case study method. The research location is at SMPN 35 (A) and SMP Alfalah (B), Bandung City. The sources of research data are the Principal, Assistant Principal of the curriculum, two subject teachers, 2 BK teachers, and two students with special and regular needs. Data collection used in-depth interviews, observation, and document analysis methods. Data processing goes through the stages of reduction, presentation, and conclusion. The results of the study show 1) Planning, school A already has a special curriculum (inclusive), and school B does not have a special curriculum, 2) Organization, school A has formed a special team consisting of subject teachers and BK teachers. 3) Implementation, School A: adjustment to teaching materials, implementation of special learning. While in school B the adjustment is only in the teaching module 4) Evaluation, for the material and technical evaluation of learning in school A and B are the same, there is no difference between PDBK and regular students, the difference lies in the assessment criteria; sera 5) Impact, Inclusive learning shows positive results; In school A and school B, PDBK experienced improvements in reading, writing, emotional stability, and self-confidence. Only in school B was the success of PDBK be thanks to the support and contribution of regular students. Recommendations for research results: The school is advised to continue to conduct continuous research to monitor learning success. The government, through related agencies, is expected to organize training for all teachers to be able to become Special Assistant Teachers (GPK). Teachers are also encouraged to improve their competence through workshops, training, and literacy related to the characteristics of PDBK. In addition, active parental involvement in communication and collaboration with schools is essential to support a child's development at school and at home.]]>
