<![CDATA[This study was motivated by the importance of social-emotional competencies in supporting inclusive education. The research problem concerns the developmental gap in social-emotional competencies between students with and without disabilities in inclusive classrooms. This study aims to analyze these competencies in learning at an inclusive elementary school. A qualitative case study design was conducted at Lemahputro 1 State Elementary School in Sidoarjo. The subjects included one student with Autism Spectrum Disorder (ASD) and three non-disabled students with high, moderate, and low academic abilities. Data were collected through observation, in-depth interviews, and document analysis, then analyzed using the Miles and Huberman model. The results showed that each subject demonstrated distinct characteristics. The student with ASD relied on external support, while non-disabled students showed varying integration of competencies. These findings highlight the importance of adaptive learning strategies and consistent support to optimize students’ social-emotional development in inclusive classrooms. ]]>
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