<![CDATA[This study seeks to analyze the adaptation of arts teaching methods in the implementation of inclusive education at SD Maranatha 01 Semarang. The central issue addresses how arts teachers modify their instruction to effectively respond to the heterogeneous needs of students, including Children with Special Needs (CSN), particularly in managing the frequent distractions experienced by students. The research employed a descriptive qualitative method utilizing a case study strategy at this private school. Data collection was executed through observation, in-depth interviews with the fourth-grade teacher, as well as documentation. Data validity was ensured via source triangulation. The analysis followed the interactive model by Miles and Huberman, encompassing data reduction, data display, and conclusion drawing. The findings indicate that the teachers successfully implemented differentiated instruction in a flexible manner. They adjusted the material and learning processes based on a thorough analysis of student interests and needs. A variety of methods, such as singing, drawing, and media exploration, were utilized to foster active participation and enhance comprehension. Institutional support and self-directed learning were instrumental in helping teachers overcome challenges. This implementation had a positive impact, notably increasing student independence and self-confidence.]]>
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