Effectiveness of Inclusive Learning Method in Improving Social Skills of Children with Special Needs in Elementary Schools

Abstract

Inclusive education has emerged as a fundamental approach in ensuring equal learning opportunities for children with special needs (CSN). This study examines the effectiveness of inclusive learning methods in enhancing the social skills of CSN in elementary schools. Using a qualitative research design with a literature review approach (library research), this study synthesizes findings from various academic sources, including journal articles, books, and research reports. The analysis reveals that inclusive learning fosters an interactive and supportive environment where CSN can develop essential social skills such as communication, cooperation, and emotional regulation. Key strategies identified include peer-assisted learning, cooperative learning models, and teacher-facilitated social interactions. Furthermore, the study highlights the role of teachers in implementing adaptive teaching strategies and promoting positive peer relationships, which significantly contribute to the social development of CSN. Despite its effectiveness, challenges such as lack of teacher training, inadequate resources, and attitudinal barriers still hinder the successful implementation of inclusive education. Addressing these challenges requires continuous professional development, policy support, and collaborative efforts among educators, parents, and policymakers. The findings suggest that well-implemented inclusive learning methods can significantly improve the social integration and overall well-being of CSN in elementary schools. Future research should focus on empirical studies that measure the long-term social and academic impacts of inclusive education.