<![CDATA[This study examines classroom management strategies applied to students with special needs in a regular school setting without an inclusive class program at SDN Kreo 8. The research was prompted by the presence of five students with special needs: one student in Grade 6, two students in Grade 3 experiencing difficulties comprehending subject matter, and two students in Grade 4 with reading difficulties. Despite the absence of a formal inclusive class structure, homeroom teachers independently developed adaptive strategies including providing additional attention, supplementary reading sessions during free time, and individualized instructional support. This qualitative study employed observation, interviews, and documentation as data collection techniques. The findings indicate that the teachers' strategies yielded positive outcomes: students with special needs demonstrated improved academic understanding and more stable emotional regulation. This study concludes that dedicated teacher commitment and targeted classroom management interventions can bridge the gap created by the absence of formal inclusive facilities, while also underscoring the importance of institutional support and professional development for teachers handling students with diverse learning needs. This study offers new insight into the adaptive classroom management practices carried out by regular classroom teachers in schools that do not yet have a formal inclusive education service.]]>
Copyrights © 2026
