<![CDATA[ Inclusive education aims to provide equal learning opportunities for all students, including children with special needs (ABK). However, the diversity of characteristics and learning needs of ABK requires learning strategies that can provide concrete and meaningful learning experiences. This study aims to analyze the use of nature as a learning medium in supporting inclusive education for children with special needs at Jogja Green School Yogyakarta. The study used a qualitative approach with a case study type. Data were collected through interviews and observations involving the principal, teachers, and students. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the natural environment is utilized as a source, media, and learning space through various activities such as gardening, fish farming, animal husbandry, environmental exploration, and outdoor learning. Based on David A. Kolb's Experiential Learning theory, the use of nature in learning includes the stages of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Nature-based learning provides concrete learning experiences, helps students understand concepts more meaningfully, and supports the development of social skills, independence, and self-confidence of children with special needs. These findings indicate that the natural environment can be an effective learning medium in supporting the implementation of inclusive education.]]>
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