Classroom Teachers' Strategies in Supporting Inclusive Learning for Students with Special Needs: A Case Study at SDN Sumbersari 2

Abstract

Inclusive education aims to provide equal learning opportunities for all students, including
students with special needs, through the implementation of learning that is responsive to the
diversity of learning needs. In its implementation, classroom teachers play an important role
in creating adaptive and inclusive learning. This study aims to analyze the adaptive strategies
of classroom teachers in supporting the learning of students with special needs at SDN
Sumbersari 2 Malang City. The research uses a qualitative approach with a case study design.
Data was obtained through observation, semi-structured interviews, and documentation of
classroom teachers, principals, special assistant teachers, parents, and students with special
needs. Data validity was carried out through source triangulation, technique triangulation,
and member checking, while data analysis used the interactive model Miles, Huberman, and
Saldaña. The results showed that classroom teachers applied a variety of adaptive strategies,
including learning differentiation, peer tutoring, media adjustment and learning activities, and
collaboration with special assistant teachers and parents. In addition to supporting academic
development, the strategy contributes to building positive social interaction and an inclusive
classroom culture. Despite facing the limitations of mentoring and the various characteristics
of students with special needs, teachers are able to develop flexible learning according to the
needs of students. This research shows that the success of inclusive education depends not
only on the availability of resources, but also on the ability of teachers to integrate adaptive
learning strategies, multistakeholder collaboration, and inclusive school culture as sustainable
learning practices.