<![CDATA[The purpose of this study is to examine adaptive learning strategies for elementary school students with social difficulties within the framework of inclusive education. This study was conducted at an inclusive elementary school in Serang City, Banten, using a case study design and qualitative methodology. Purposive and snowball sampling approaches were used to identify four students with social difficulties, two special education teachers, and one classroom teacher as research subjects. The Miles and Huberman interactive model was used to analyze data collected through semi-structured interviews, participatory observation, and documentation. The findings indicate that adaptive learning strategies are dynamic and contextual, including the use of nonverbal communication, the management of an inclusive learning environment, the development of interpersonal relationships, and flexibility in teaching methods. Both support from the school environment and the quality of social interactions between teachers and students influence how effectively these strategies are implemented. However, there are still challenges in their implementation, such as inadequate institutional support and suboptimal teacher competencies. This study demonstrates that adaptive learning is a holistic approach that integrates social, emotional, and cognitive elements into inclusive education.]]>
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