<![CDATA[This research is motivated by the importance of teacher professionalism as a key factor in implementing adaptive learning for students with special needs. The diversity of student characteristics and learning needs in special schools requires teachers to have the competence to implement differentiated learning appropriately. This study aims to analyze teacher professionalism in implementing differentiated learning at SLB Negeri Kotabaru through planning, implementation, evaluation, challenges, and efforts to overcome them. The research employed a descriptive qualitative approach with data collection techniques through interviews, observations, and documentation. The results show that teacher professionalism is reflected through needs assessment, the development of Individualized Education Programs, adaptive strategies, flexible learning, and continuous evaluation. Challenges related to differences in student characteristics, limited assistants, and adaptive learning media were addressed through teacher creativity and collaboration. The novelty of this study reveals teacher professionalism as an integrated system that combines pedagogical, professional, social, and personal competencies as the foundation of differentiated learning to improve the quality of inclusive, adaptive, and sustainable special education services for students with special needs.]]>
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