<![CDATA[Teaching English to students with Down Syndrome presents a distinctive pedagogical challenge that extends well beyond the application of conventional instructional methods. While inclusive education has gained increasing momentum globally, the specific experiences of teachers working with students with Down Syndrome in English as a Foreign Language (EFL) contexts remain underexplored, particularly within the Indonesian Sekolah Luar Biasa (SLB) setting. This study aims to explore the lived experience of an English teacher navigating the challenges and strategies involved in teaching English to a student with Down Syndrome, with particular attention to how her pedagogical approach evolved over time. Employing a qualitative approach through a narrative inquiry design, this study analyzed the teacher's journey across three analytical dimensions: interaction, continuity, and situation. Data were generated through in-depth interviews conducted online, and trustworthiness was ensured through member checking and expert review. The findings reveal that the teacher's initial experience was marked by significant difficulties in sustaining student attention and the inadequacy of conventional teaching approaches. In response, she adopted a multisensory and individualized approach centered on visualization, movement, repetition, and positive reinforcement. Over time, song-based activities, most notably the use of "If You're Happy and You Know It," proved particularly effective in enhancing student motivation, engagement, and vocabulary retention. This study underscores that successful inclusive EFL teaching is not determined solely by technical competence, but by the teacher's empathy, creativity, and sustained commitment to reflective practice. The findings carry practical implications for teacher education, school policy, and the development of inclusive learning resources in EFL contexts.]]>
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