<![CDATA[This study aims to analyze the role of social studies teachers in developing differentiated learning plans for children with special needs (ABK) at YASPENHAN 2 Private Junior High School. A qualitative approach with an intrinsic case study design was used, involving three subject teachers and the vice principal. Data were collected through in-depth interviews, classroom observations, and documentation. The results indicate that the role of teachers is still intuitive and partial, limited to differentiation of learning style-based processes (audio, visual, kinesthetic), while differentiation of content, products, and learning environments is not optimal. There is no initial diagnostic assessment or Individual Learning Plan document. The main obstacles include limited teacher understanding, minimal training, the absence of special assistant teachers, and weak school policies. Supporting factors include empathy and teacher initiative. In conclusion, sustainable systemic intervention is needed to realize quality differentiated learning.]]>
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