<![CDATA[This study aims to 1) describe the implementation of differentiated instruction in inclusive education at KITA Bojonegoro Elementary School, and 2) identify supporting factors and barriers in the development of social skills in children with special needs (CWSN). The study used a descriptive qualitative approach. The research subjects consisted of the school principal, classroom teachers, special education teachers (GPK), and students with special needs. Data collection techniques included observation, in-depth interviews, and documentation. Data analysis used the Miles and Huberman model, including data reduction, data presentation, and conclusion drawing. The results indicate that teachers implement differentiated instruction by adjusting content, process, and product. This strategy effectively improves the socialization skills of students with special needs in peer interaction, cooperation, and self-confidence through practical activities such as the “Blessed Friday” initiative. The primary supporting factors are teacher commitment and strong collaboration, while the barriers include time constraints, verbal communication challenges for students with special needs, and infrastructure limitations. Differentiated instruction plays a crucial role in supporting the development of social skills among children with special needs in inclusive schools and should be systematically implemented to create an accommodative educational environment. Keywords: Differentiated instruction; Children with special needs; Elementary school; Inclusive education; Socialization]]>
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