<![CDATA[This study aims to describe the role of classroom teacher support in facilitating social interactions between students with disabilities and their peers in the inclusive school environment of MIS Asy-Syfa . The study used a qualitative approach with a descriptive design. The subject was a first-grade student with a clubfoot disability. Data collection techniques were conducted through participant observation, in-depth interviews, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that classroom teachers provided social and emotional support through mentoring during group work, interpersonal communication guidance, and creating an inclusive classroom climate. Teacher support positively impacts the quality of students' social interactions, their courage to communicate, and their acceptance by peers. This study concluded that the proactive role of classroom teachers is crucial in bridging and enhancing social interactions between students with disabilities, ensuring they feel accepted and actively involved in inclusive schools.]]>
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