<![CDATA[Education is a fundamental right for every individual without exception, including children with special needs (CWSN). Therefore, the education system must ensure equal access and services for all students. The concept of inclusive education emerges as a response to this need, emphasizing the importance of adapting learning processes to align with each child's characteristics and needs. Each CWSN has a unique learning style, thus requiring tailored teaching strategies to ensure they receive equal educational rights. This study aims to identify and describe the teaching practices for CWSN at the inclusive school SDN 131 Kota Jambi. The research employs a qualitative phenomenological approach, with data collected through observation, interviews, and documentation. The findings reveal that the lecture method remains the primary approach used by teachers. In lower grades (Grade II), teachers actively collaborate with Special Education Assistants (GPK) to provide additional explanations directly to CWSN until the material is understood. In contrast, in higher grades, material repetition is conducted only once or twice, as some CWSN are able to follow the lessons independently. One student even demonstrated significant progress to the point of no longer needing assistance from a GPK. These findings suggest that adapting teaching strategies and providing support through GPK are crucial for the learning development of CWSN, and over time, they can achieve independence in the learning process.]]>
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