<![CDATA[Inclusive education is a government effort to provide equal educational services for all students, including children with special needs (ABK). However, the implementation of inclusive education in elementary schools still faces various problems in its implementation. This article aims to identify the problems in the implementation of inclusive education in elementary schools and the efforts made to overcome these various obstacles. The research method used is a literature study with a qualitative descriptive approach through data collection from journals, books, and previous research relevant to the research topic. The results of the study indicate that the problems of inclusive education include a lack of Special Assistant Teachers (GPK), a lack of parental concern for ABK, the differences in the needs of each student, suboptimal school readiness, a lack of government support, negative community views, and limited facilities and infrastructure supporting inclusive education. Efforts made to overcome these problems include improving teacher competence, providing GPK, increasing cooperation between schools and parents, providing learning support facilities, and socializing to the community about the importance of inclusive education.]]>
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