<![CDATA[Diverse abilities, learning styles, and learning paces in regular classrooms require teachers to apply an adaptive inclusive approach. This study aimed to identify the challenges faced by classroom teachers in implementing an inclusive approach and the efforts made to overcome them at SD Negeri 1 Jeruk Manis. A descriptive qualitative approach was employed, with the teachers of grade IV, V, and VI as the main informants. Data were collected through non-participant observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles et al, namely data reduction, data display, and conclusion drawing. Data trustworthines was ensured through technique triangulation, source triangulation, and member checking. The findings show that teachers faced differences in students’ abilities, learning styles, and learning paces; limited instruction time; limited facilities and learning media; and difficulty creating a conducive classroom atmosphere. Teachers responded with differentiated instruction, varied methods and media, individual assistance, heterogeneous learning groups, collaboration with parents, and continuous professional development. The success of the inclusive approach depends largely on teachers’ responsiveness in adjusting instruction to the needs of every student.]]>
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