<![CDATA[General Background: Inclusive education ensures equal learning opportunities for all children, including those with Autism Spectrum Disorder (ASD) who experience difficulties in social interaction and emotional regulation. Specific Background: Children with ASD present diverse needs ranging from moderate to severe and often exhibit repetitive behaviors and emotional instability that interfere with classroom participation. Knowledge Gap: There is limited in-depth understanding of how classroom teachers in inclusive early childhood settings implement practical strategies to address these challenges in daily learning contexts. Aims: This descriptive qualitative case study aims to explore teachers’ strategies for developing the social-emotional abilities of a child with ASD in an inclusive kindergarten classroom at TK ABA 1 Candi. Results: Findings indicate that area-based play activities, a safe and supportive classroom climate, consistent positive affirmation, and intensive collaboration with parents contribute to observable progress in participation, emotional control, and peer interaction, despite constraints such as limited instructional time and heavy teacher responsibilities. Novelty: The study provides a contextualized account of integrated pedagogical, environmental, and collaborative approaches implemented simultaneously within one inclusive early childhood classroom. Implications: These findings highlight the importance of structured play, supportive environments, and school–family coordination as practical considerations for educators working with children with ASD in inclusive settings.Highlights: Area-based play activities facilitated participation and peer engagement in classroom tasks. Supportive routines and classroom climate helped stabilize behavior and feelings. Close school–family coordination enabled consistent guidance across learning environments. Keywords:Autism Spectrum Disorder; Social Emotional Development; Teacher Strategies; Inclusive Education; Qualitative Case Study]]>
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