Exploring the challenges of children with special needs in the learning process at an inclusive primary school in Surakarta

Inclusive primary schools are educational efforts that focus on integrating children with various special needs into the general education system. However, the learning process for children with special needs often faces challenges that affect the effectiveness of their learning. This study aims to explore the challenges faced by children with special needs in inclusive learning at Bromantakan Public Elementary School in Surakarta. This study used a qualitative approach with the subjects of children with special needs, core teachers and school principals. Data were collected through observation and interviews, then validated by triangulation. This research has implications for the fields of inclusive education and educational psychology, with the need to improve teacher training, adaptive learning strategies and peer involvement in supporting children with disabilities. The research highlights the importance of institutional support, improved training for shadow teachers and core teachers, and strengthened inclusive education policies. The implications of this research are relevant in the fields of inclusive education, educational psychology and curriculum development, with contributions to educational practice and related policies.