<![CDATA[Inclusive education is a right of every citizen, but its implementation still faces various challenges, particularly in Science learning, which is experimental and conceptually abstract. SD IT Annisa Pekanbaru provides inclusive education for students with diverse special needs but does not have full-time Special Education Teachers (SETs). This study aimed to describe and analyze the challenges of Science learning for inclusive students at SD IT Annisa Pekanbaru. This study employed a qualitative approach with a descriptive method. Data were collected through interviews, observations, and documentation of Science learning activities and the conditions of inclusive students at the school. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that challenges in Science learning occurred across five aspects: classroom management, learning differentiation, collaboration and support, the use of media and technology, and assessment. The main challenges included diverse attention spans among students, unstructured learning adjustments, the absence of SETs, non-adaptive learning media, and diverse assessment needs. The absence of SETs was a major factor affecting almost all aspects of learning. Nevertheless, teachers’ commitment, sensitivity, and creativity in implementing individualized approaches, varying learning methods and media, maintaining communication with parents, and applying flexible assessments supported meaningful and inclusive Science learning.]]>
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