<![CDATA[This study aims to investigate the potential, challenges, and instructional strategies used to support students with intellectual disabilities within an inclusive school setting. Employing a descriptive qualitative approach, data were collected through observations and semi-structured interviews with teachers at Sekolah Khusus Negeri 02 Rangkasbitung. The findings indicate that although students with intellectual disabilities face limitations in cognitive processing, communication, and social adaptation, they possess learning potential that can be developed with appropriate guidance. The major challenges identified include limited short-term memory, difficulties grasping abstract concepts, and the need for intensive instructional support. Teachers address these obstacles by using repeated instruction, individualized learning plans, and concrete visual learning aids. Positive social interactions and collaboration among teachers, parents, and the school community contribute significantly to students’ progress. The study highlights the importance of inclusive education that not only integrates students into regular classrooms but also provides equitable and humane learning opportunities tailored to their needs. Inclusive practices grounded in empathy, collaboration, and adaptation are essential for building confidence and independence among students with intellectual disabilities.]]>
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