<![CDATA[This study aims to analyze the implementation of inclusive education in elementary schools, with a focus on identifying children with special needs and understanding the role of teachers in overcoming challenges. Using a qualitative descriptive method with a case study approach, data were collected through in-depth interviews with teachers and school principals, classroom observations, and policy document analysis. The findings reveal the diverse types of children with special needs, including Intellectual Disabilities, ADHD (Attention Deficit Hyperactivity Disorder), Slow Learners, and Specific Learning Difficulties, and the strategies employed by teachers to address their unique needs. The study highlights the importance of teacher training, adequate facilities, and school management policies in supporting inclusive education. In conclusion, inclusive education requires a collaborative effort among teachers, parents, and school management to create an environment that accommodates the needs of all students, particularly those with special needs, to ensure equal learning opportunities. Penelitian ini bertujuan untuk menganalisis pelaksanaan pendidikan inklusif di sekolah dasar, dengan fokus pada identifikasi anak berkebutuhan khusus dan pemahaman peran guru dalam mengatasi tantangan. Menggunakan metode kualitatif deskriptif dengan pendekatan studi kasus, data dikumpulkan melalui wawancara mendalam dengan guru dan kepala sekolah, observasi kelas, serta analisis dokumen kebijakan. Hasil penelitian menunjukkan beragam jenis anak berkebutuhan khusus, termasuk Tunagrahita, ADHD (Attention Deficit Hyperactivity Disorder), Slow Learners, dan Hambatan Kesulitan Belajar Spesifik, serta strategi yang diterapkan oleh guru untuk memenuhi kebutuhan mereka. Penelitian ini menekankan pentingnya pelatihan guru, fasilitas yang memadai, dan kebijakan manajemen sekolah dalam mendukung pendidikan inklusif. Kesimpulannya, pendidikan inklusif memerlukan kerja sama antara guru, orang tua, dan manajemen sekolah untuk menciptakan lingkungan yang dapat mengakomodasi kebutuhan semua siswa, terutama mereka yang berkebutuhan khusus, guna memastikan kesempatan belajar yang setara.]]>
