<![CDATA[Low reading comprehension in inclusive schools often stems from excessive cognitive load caused by dense, conventional narrative texts. This classroom action research aims to enhance Indonesian language learning and reading comprehension for fifth-grade students with reading difficulties using a Deep Learning approach. Following the Kemmis and McTaggart model across two cycles (four sessions), the study involved 20 fifth-grade students at SD Negeri 1 Malinau Utara, focusing on two students with reading disabilities. Data collected via end-of-cycle essay tests, observations, and documentation were analyzed using comparative descriptive analysis. Results showed that Cycle I, relying solely on text-based materials, yielded sub-optimal results, with classical mastery at 55%. In Cycle II, environmental modifications—seating target students in the front row—and visual scaffolding via event-flow flowcharts and sequential picture cards were introduced. Consequently, target students achieved a score of 70 (meeting minimum mastery), while classical mastery rose to 90%. Combining a Deep Learning approach with flowchart visual media effectively and equitably improves reading comprehension and outcomes in inclusive classrooms.]]>
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