<![CDATA[This study aims to describe the level of knowledge and perception of elementary school teachers regarding the implementation of inclusive education in North Toraja Regency. The study was motivated by the limited readiness of teachers and schools in optimally implementing inclusive education policies. A quantitative approach with a descriptive method was employed. The research sample consisted of 78 elementary school teachers selected through purposive sampling techniques. Data were collected using online and offline questionnaires that had been tested for validity and reliability. The data were analyzed descriptively using frequency distributions, percentages, and cross-tabulations based on demographic variables. The results revealed that most teachers had a moderate level of knowledge (mean score = 6.12) and a positive perception (mean score = 75.95) toward inclusive education. Teachers who had participated in inclusive education training showed higher levels of knowledge and perception than those who had not. These findings indicate the importance of teacher training and capacity strengthening in supporting the implementation of inclusive education in elementary schools]]>
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