<![CDATA[ABSTRACT Inclusive education is a strategic approach to ensuring equal access to quality education for all students, including children with special needs (CSN), within regular schools. This study aims to analyze the implementation, challenges, and strategies of inclusive education at SDS Muhammadiyah IDI Tello Baru. A qualitative descriptive method was employed, involving interviews, classroom observations, document analysis, and group discussions with students. The participants included the principal, classroom teachers, parents of children with special needs, and students. The findings indicate that the school demonstrates an initial commitment to non-discrimination and inclusive values; however, the implementation remains limited and largely informal. Major challenges include the absence of special education teachers, lack of inclusive learning tools, and minimal structured collaboration with parents. Teachers adapt learning materials and assessment flexibly, but without formal guidelines. This study concludes that inclusive education requires systemic reinforcement through teacher capacity building, curriculum adaptation, and sustainable collaboration between schools, families, and stakeholders. Keywords: Inclusive Education, Children With Special Needs, Teacher Role ABSTRAK Pendidikan inklusif merupakan pendekatan strategis untuk menjamin akses pendidikan yang bermutu dan berkeadilan bagi seluruh peserta didik, termasuk anak berkebutuhan khusus (ABK), di sekolah reguler. Penelitian ini bertujuan untuk menganalisis implementasi, tantangan, dan strategi pendidikan inklusif di SDS Muhammadiyah IDI Tello Baru. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa wawancara, observasi pembelajaran, analisis dokumen, serta diskusi kelompok siswa. Subjek penelitian meliputi kepala sekolah, guru kelas, orang tua siswa ABK, serta peserta didik. Hasil penelitian menunjukkan bahwa sekolah telah memiliki komitmen awal terhadap prinsip nondiskriminasi dan penerimaan ABK, namun implementasi pendidikan inklusif masih bersifat terbatas dan belum terstruktur. Tantangan utama meliputi belum tersedianya guru pendamping khusus, keterbatasan fasilitas pendukung, serta kolaborasi sekolah dan orang tua yang belum optimal. Guru melakukan adaptasi pembelajaran secara fleksibel, namun belum didukung perangkat pembelajaran ramah inklusi. Penelitian ini menyimpulkan bahwa penguatan sistem, peningkatan kompetensi guru, dan kolaborasi multipihak menjadi kunci keberhasilan pendidikan inklusif di sekolah dasar. Kata Kunci: Pendidikan Inklusif, Anak Berkebutuhan Khusus, Peran Guru]]>
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