<![CDATA[This study aims to analyze the implementation of inclusive education in elementary schools in Singaraja, Bali, focusing on inclusive learning practices, teacher roles, implementation constraints, and environmental support. A qualitative case study approach was employed. Data were collected through in-depth interviews, classroom observations, and documentation, and were analyzed using an interactive model of data reduction, data display, and conclusion drawing. Participants were selected purposively based on their involvement in inclusive education. The findings indicate that inclusive education has been implemented in regular classrooms through differentiated learning, although its implementation is not yet optimal. Teachers act as facilitators and social mediators, but their competence and access to specific inclusive-education training remain limited. The main constraints include limited facilities, uneven availability of special education support personnel, limited time for individualized assistance, and relatively large class sizes. Support from schools and parents strengthens implementation through communication and continuity of learning between school and home. The study contributes a contextual description of inclusive education practices in Singaraja and highlights the need for continuous teacher development, adequate facilities, and stronger collaboration among schools, families, and government. Because the original manuscript does not report the exact number of participating schools and does not contain a student interview quotation, these details should be completed from the field records before final submission.]]>
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