<![CDATA[Inclusive education is an educational approach that aims to provide equal learning services for all students, including students with autism. This study aims to describe the implementation of inclusive learning and analyze the role of teachers in assisting students with autism at MI Islamiyah Ngasem. The study used a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation. The results of the study indicate that inclusive learning at MI Islamiyah Ngasem is implemented by integrating students with autism into regular classes through adjustments to learning strategies and teacher guidance. Students with autism have special characteristics, especially in aspects of social communication, learning concentration, and behavioral responses, thus requiring a different learning approach from other students. The role of teachers is an important factor in inclusive learning. Teachers act as educators and mentors through academic assistance and social-emotional support. Teachers also act as facilitators by implementing adaptive learning and using appropriate media. In addition, teachers play a role as inclusive classroom managers by organizing a conducive learning environment and managing social interactions. Challenges faced by teachers are related to the heterogeneity of student characteristics and the need for continuous learning adjustments. Therefore, optimizing the role of teachers requires support for competency development and collaboration with various parties.]]>
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