<![CDATA[Inclusive education is a strategy that aims to provide equal learning opportunities for all students, including children with special needs (ABK). This study aims to identify and analyze barriers to the implementation of inclusive education at MI Yappi Gubukrubuh, an educational institution that is not yet registered as an inclusive school administratively. The research method used was a qualitative approach with field studies, involving interviews with teachers at MI Yappi Gubukrubuh. The results of the study show that there are three main obstacles in the implementation of inclusive education: (1) lack of understanding and training of teachers in dealing with children with special needs, (2) limited human resources and supporting infrastructure, (3) high negative perceptions of children with special needs. Although MI Yappi Gubukrubuh is not yet officially an inclusive school, the diversity of its students requires teachers to apply the principles of inclusive education. This study emphasizes the urgency of in-depth training for educators, improvement of infrastructure, and socialization to change the negative stigma towards children with special needs in order to create an inclusive and adaptive learning environment.]]>
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