<![CDATA[Inclusive education seeks to ensure equitable and meaningful learning opportunities for all children, including those with special educational needs, regardless of differences in abilities, backgrounds, or physical and psychological conditions. Nevertheless, its implementation in Indonesia continues to face challenges related to limited specialized support teachers, insufficient teacher training, and persistent social stigma. This study examines effective instructional strategies for children with special educational needs and identifies approaches that can support meaningful learning in inclusive educational settings. Using a qualitative literature review, the study analyzes relevant scholarly literature on inclusive education, instructional practices, and curriculum adaptation. The findings indicate that differentiated instruction, curriculum modification, Individualized Education Programs, and Universal Design for Learning can accommodate diverse learning needs and enhance students’ participation in the learning process. The analysis further demonstrates that effective implementation requires sustained collaboration among teachers, parents, and relevant professionals. The study concludes that a holistic, adaptive, and collaborative instructional approach is essential for establishing equitable and meaningful inclusive learning environments while enabling children with special educational needs to develop their potential optimally.]]>
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