<![CDATA[Several prospective students with special needs registered at THI Integrated Islamic Elementary School; however, not all could be accommodated. This study aims to analyze and describe the planning, organizing, actuating, and supervising of inclusive education at the school. A qualitative descriptive method was employed. The findings are as follows: (1) Planning is based on Islamic values and national policies, involving students with special needs, teachers, and parents; (2) Organization is supported by a structured system consisting of an inclusion coordinator, special education teachers, and an external consultant, with adequate facilities and infrastructure; (3) Actuating is implemented through the Merdeka Curriculum, with modified lesson materials and individualized learning programs—both academic and non-academic—using a pull-out system; (4) Supervision is conducted by the principal, vice principal, and inclusion coordinator, along with the external consultant. However, oversight from government education supervisors is less intensive compared to that in public schools. THI Integrated Islamic Elementary School demonstrates effective inclusive education practices. Nevertheless, ongoing support from educational authorities is needed to ensure program sustainability and continuous improvement. This study offers a comprehensive case study of inclusive education within a private Islamic school, providing valuable insights for educators and policymakers interested in implementing similar initiatives.]]>
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