<![CDATA[This research focuses on understanding the various obstacles experienced by teachers and the ways they overcome these obstacles when providing initial interventions for Children with Special Needs (ABK). The background of this research highlights the crucial role of teachers in identifying early symptoms of learning barriers and providing educational interventions, but in practice they face various obstacles. This study uses a qualitative approach with phenomenological design through in-depth interviews and observations to explore the subjective experiences of educators. The findings show that teachers face major obstacles such as limited understanding or technical knowledge of assessment reports, practical constraints related to time, and communication challenges when facing parents' emotional responses in the form of rejection or anxiety about their children's condition. However, the efforts made by teachers include seeking collaborative support from professionals, adjusting learning strategies, and developing intensive communication by positioning family as the main partner. The implication of this study is the need for the sustainable development of teacher professionalism and the strengthening of ecological partnerships between the school environment and the family.]]>
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