<![CDATA[This study aims to comprehensively analyze teacher preparedness in teaching students with intellectual disabilities. Discussions include teachers' understanding of student needs, challenges faced, learning strategies implemented, and factors influencing their effectiveness. This study used a quantitative approach with descriptive analysis methods. Data were collected through a Likert-scale questionnaire distributed to teachers at special needs schools (SLB) in South Sulawesi using a simple random sampling technique. The collected data were then analyzed using descriptive statistics. The results showed that most teachers were not fully prepared to teach students with intellectual disabilities. Although teachers had a good understanding of teaching approaches, significant weaknesses were found in terms of sensitivity to students' emotional and social needs. The main challenges faced by teachers included an inadequate curriculum, difficulties implementing teaching methods, and classroom management. External factors such as limited access to training were a major obstacle to teacher preparedness.]]>
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