<![CDATA[This study aimed to explore classroom teachers' strategies for managing the behavior of children with special needs (CSNs) in inclusive elementary schools. The study employed a qualitative approach using Interpretative Phenomenological Analysis (IPA). Three classroom teachers were selected through purposive sampling based on their experience in teaching children with special needs in inclusive elementary schools. Data were collected through in-depth interviews, observations, and documentation, and analyzed using the IPA stages of initial coding, theme identification, theme clustering, and interpretation of participants' lived experiences. The findings revealed five major themes: understanding the behavioral characteristics of children with special needs as the foundation for classroom management, teachers' behavior management strategies, supporting and inhibiting factors, teacher-parent collaboration, and the meaning of teachers' experiences in supporting children with special needs. Teachers implemented positive communication, positive reinforcement, instructional adaptations, and persuasive approaches to manage challenging behaviors. The effectiveness of these strategies was supported by collaboration between schools and families, as well as teachers' understanding of students' individual characteristics. The findings are expected to contribute to improving teachers' competencies and strengthening the implementation of quality inclusive education in elementary schools.Keywords: children with special needs, inclusive education, teacher strategies, behavior management, interpretative phenomenological analysis.]]>
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