<![CDATA[Inclusive education provides equal learning opportunities for all students by accommodating diverse characteristics and learning needs within the same educational environment. This study aimed to analyze the implementation of inclusive education, focusing on teacher competencies and the availability of professional support at SDN 2 Sananwetan. A qualitative descriptive approach was employed in Class 5A. Data were collected through classroom observations, semi-structured interviews with the homeroom teacher, and analysis of school documents related to student services and needs identification. The data were analyzed thematically through data organization, coding, pattern grouping, and theme identification. The findings showed that students with special needs participated in regular classrooms alongside their peers, reflecting the school’s commitment to inclusive education. However, implementation remained constrained by limited teacher training, the absence of Special Education Support Teachers (SEST), insufficient support from Disability Service Centers (DSC), and limited adaptation of instruction to individual learning needs. These conditions increased classroom teachers’ responsibility for managing inclusive learning. The study concludes that teacher competencies and professional support are closely interconnected in determining the effectiveness of inclusive education. Strengthening continuous teacher training, expanding professional support, enhancing collaboration with DSCs, and promoting adaptive learning practices are essential for improving inclusive education.]]>
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