TEACHERS’ STRATEGIES FOR MANAGING DISCUSSIONS IN SOCIAL STUDIES LESSONS IN INCLUSIVE ELEMENTARY SCHOOL CLASSROOMS

Objective: This study aims to describe teachers’ strategies for managing discussions in social studies lessons in inclusive elementary school classrooms, the conduct of discussions involving both regular students and students with special needs, as well as the challenges teachers face and the efforts they make to overcome these challenges during the learning process. Method: This study employed a qualitative approach using the case study method. The research was conducted in Class III-A at SDN Kandangan 1 in Surabaya. Data were collected through semi-structured interviews, non-participant observation on four occasions May 5, 12, 19, and 26, 2026 and documentation. The data were analyzed using the Miles and Huberman model through data condensation, data presentation, and the drawing and verification of conclusions. Data validity was ensured through methodological triangulation, source triangulation, and member checking. Result: The research findings indicate that teachers employ flexible and situational strategies in managing discussions. Teachers provide the same material to both regular students and students with special needs, but adjust the format and scope of assignments based on the students’ abilities. Teachers also use inclusive grouping, visual and concrete media, simple prompt questions, individual support, and repeated instructions. Students with special needs continued to participate in group activities and presentations alongside regular students, although the level and form of their participation varied. Challenges identified included differences in the ability to understand the material, easily distracted attention, fluctuating emotional states, and limited participation by students with special needs. Teachers addressed these challenges by adjusting tasks, media, instructions, and support, as well as by utilizing peer assistance. Novelty: The uniqueness of this study lies in its focus on the management of discussions in social studies lessons in inclusive classrooms, specifically how teachers adapt tasks, groupings, media, prompt questions, and support so that students with special needs remain engaged in learning activities alongside regular students. This study shows that managing inclusive discussions does not require standardizing the form and level of student participation but rather provides opportunities for every student to participate in ways that align with their abilities and needs.