<![CDATA[Inclusive schools still face challenges in developing the social imitation skills of children with special needs, especially in providing structured, easy-to-understand activities. This study aims to test the effectiveness of the To Do List program in improving the social imitation skills of students in special needs schools. The study used a one-group pretest-posttest experimental design involving fourth-grade students as participants. Data were collected through observations using a validated social imitation skills assessment sheet and documentation as supporting data. Data analysis was conducted using a paired sample t-test to identify differences in abilities before and after the intervention. The results showed that students' social imitation skills improved from the fair to the good category, and there was a significant difference between the conditions before and after the program implementation. These findings indicate that the To Do List program is effective in improving social imitation skills while providing an alternative learning strategy based on a simple, systematic, and easy-to-implement visual structure for children with special needs. This program also has the potential to support the creation of a more directed and responsive learning environment to meet students' needs.]]>
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