<![CDATA[This study aims to analyze and describe the implementation of inclusive education services for children with special needs at SDN 31 Mataram during the 2025/2026 academic year. The main issues identified in this research are the lack of disability-friendly facilities and adaptive learning media, the absence of special guidance teachers due to mutations, and the high diversity of student characteristics. This study applied a descriptive qualitative approach. Data were collected over a two-month period through non-participant observation during teaching and learning activities, semi-structured interviews with the principal and classroom teachers, and documentation studies. The results showed that the implementation of inclusive education at SDN 31 Mataram has been carried out through the application of differentiated learning and individual service plans in a special room. Teachers simplified learning indicators to match the students' cognitive capacities and focused primarily on basic skills, independence, and socialization. Inclusive services are supported by collaboration between teachers and the school principal. However, several barriers remain, including limited accessible infrastructure, the absence of specialized guidance teachers, and a lack of structured training for classroom teachers. In conclusion, the implementation of inclusive services has generally run well and supports the social-academic development of students, although continuous improvement in infrastructure and teacher competency is urgently required.]]>
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