<![CDATA[Students with intellectual disabilities require structured self-care and independent living programs to foster daily independence. This study provides a comprehensive overview of the implementation of these skills at SLB C Kerten Surakarta, covering planning, execution, and evaluation; the strategies employed by teachers; and the factors facilitating or hindering the program's success. A qualitative, descriptive approach was adopted, involving six teachers as primary informants and the school principal as a supplementary informant. Data were collected through field observations, in-depth interviews, and document analysis. The analysis process was interactive, involving data sorting, information organization, and conclusion formulation. Findings were validated using source and technique triangulation. The results indicate that the program encompasses four aspects—personal care, daily living skills, health and safety, and independent environmental navigation—implemented through habituation, reinforcement, and task analysis. However, variations in teaching strategies exist, alongside obstacles such as the heterogeneity of student abilities, limited supervision time, and inconsistent practice at home; the health and safety aspect, in particular, has not yet developed optimally. The study concludes that the success of these programs depends not only on school-based instruction but also on consistent and sustained support from the family environment.]]>
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