<![CDATA[Inclusive education is one of the important efforts in realizing equal education rights for all learners, including those with disabilities. The success of inclusive education is not only determined by the policies and facilities provided by schools, but also depends heavily on the quality of interpersonal communication between teachers and students. Effective communication can create a sense of security, mutual trust, and open space for students with disabilities to actively participate in the learning process. Therefore, an in-depth understanding of the role of interpersonal communication is key in building an inclusive and conducive learning environment. This research uses a constructivist paradigm with a qualitative approach through a case study method conducted at Padang State University Laboratory Development Junior High School. Data were collected through classroom observation and in-depth interviews with teachers and students with disabilities. Data analysis is based on Social Penetration Theory which highlights the importance of the self-disclosure process in building meaningful interpersonal relationships. The results show that effective interpersonal communication starts from a personal approach by teachers who are oriented towards building trust and a sense of security for students with disabilities. When students feel accepted and valued, they are more open in conveying their needs, feelings and learning experiences. This trusting relationship has a positive impact on student motivation, participation and learning outcomes. Thus, teachers' mastery of interpersonal communication skills is not just a teaching strategy but a key foundation for the success of inclusive education. The findings confirm that interpersonal communication based on a personal approach plays a vital role in creating supportive, effective and humane interactions in an inclusive education environment.]]>
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