<![CDATA[ABSTRACT This study aims to analyze the implementation of inclusive education in elementary schools, specifically in addressing students with special needs (ABK) with ADHD/autism characteristics. The method used was a qualitative approach through direct observation at Lubuk Pakam National Private Elementary School. The results indicate that inclusive education has been socially effective, indicated by the acceptance of students with ABK. However, pedagogically, it is not yet optimal because learning and assessment are still the same as for regular students. Teachers have implemented an individualized approach but have not yet systematically implemented learning differentiation, and there is no Individual Learning Program (PPI). The main challenges include a lack of teacher understanding, limited facilities, and the unavailability of special assistant teachers (GPK). Therefore, strengthening teacher competencies, developing differentiated learning, and developing PPI are necessary to realize equitable inclusive education.]]>
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