<![CDATA[Purpose: This study aims to analyze and synthesize learning strategies used for students with special needs in elementary schools and identify how these strategies are adapted to students’ characteristics and learning needs. Research Design and Methodology: This study employed a Systematic Literature Review (SLR) guided by PRISMA 2020. Articles were identified through the Scopus database using relevant keywords and screened based on predefined inclusion and exclusion criteria. A total of 15 primary research articles published between 2019 and 2025 were analyzed descriptively. Findings and Discussion: The findings indicate that learning strategies for students with special needs are diverse and adaptive. The strategies include metacognitive and self-regulation strategies, multisensory and adaptive learning, technology and adaptive media, collaboration and social support, curriculum differentiation and enrichment, and environmental adaptation and individual support. The strategies were generally adjusted to students’ characteristics, learning barriers, and support needs. Implications: The findings highlight the importance of flexible and multidimensional learning approaches in inclusive elementary education. The synthesis provides a basis for teachers and educational practitioners to select and combine strategies according to students’ needs and offers directions for future research to compare the effectiveness of specific strategies across different student characteristics. ]]>
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