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Inclusive education plays a crucial role in achieving equal access and improving the quality of education for all students, including students with special needs. In the context of Physical Education, Sports, and Health (PJOK) learning, the implementation of inclusive education still faces significant challenges, both in terms of teaching strategies, teacher skills, and available supporting facilities and infrastructure. This study aims to describe the perceptions of PJOK teachers and classroom teachers regarding the implementation of inclusive learning for students with special needs in PJOK activities at the elementary school level. The method used in this study is a descriptive qualitative approach, with data collection techniques including semi-structured interviews and documentation. The research subjects consisted of PJOK teachers and classroom teachers who teach at SDN 2 Gobras. The results show that the teachers have a good understanding of the importance of creating a friendly, adaptive, and enjoyable learning environment for students with special needs. The teachers make adjustments in learning activities through modifying tools, implementing small group strategies, providing appropriate motivation, and close collaboration with homeroom teachers and parents. However, limitations in the training received and the support of existing facilities remain significant obstacles. The findings of this study provide important implications regarding the need for ongoing training and strengthened collaboration between teachers to support the creation of more effective and sustainable inclusive education. Therefore, this research is expected to make a positive contribution to the development of inclusive education in elementary schools and raise awareness of the importance of supporting students with special needs in the learning process.

Inclusive schools are schools that accept students with certain special needs and implement a learning system by uniting students with special needs and normal students in one class. At SDIT Baitussalam, one of the inclusive schools in Prambanan, four totally deaf students have different learning abilities than normal students. This study aims to identify challenges, teaching strategies, and supporting factors for the success of English teaching strategies for deaf students in inclusive classes. This study used a qualitative descriptive method by interviewing three English subject teachers who had taught deaf students in inclusive classes. The results of the study found four main challenges in teaching, namely limited speaking ability, limited use of sign language, differences in cognitive development, and student learning motivation. In addition, there are six strategies applied in teaching English in inclusive classes, namely choral response, peer tutoring, visual representation and concrete objects, technology optimization, implementation of social interaction, and utilization of practice exercises. The success of implementing these strategies is supported by four main factors, namely support from educators and education personnel, parental support, availability of adequate facilities and infrastructure, and support from friends and the surrounding environment. This research can help teachers find the right strategy for teaching English in inclusive classes, especially for deaf students, so that learning can take place more effectively and inclusively.