LITERATURE REVIEW: TEACHERS' STRATEGIES IN SUPPORTING THE LEARNING OF CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS

Abstract

Inclusive education in elementary schools requires teachers to be able to adapt learning to the diversity of characteristics and needs of students with special needs. This article aims to synthesize the results of previous research on teachers' strategies in supporting the learning of children with special needs in inclusive elementary schools. The research uses a literature review approach with a PRISMA-oriented selection process. Articles published in the 2021–2026 range were selected based on their relevance to teacher strategies, inclusive education, children with special needs, and elementary schools. A total of ten core journal articles were analyzed based on their objectives, methods, and main outcomes. The results of the synthesis show that the widely used strategies include student needs assessment, adaptive and differentiated learning, material adjustment, assignments, time, and evaluation, positive reinforcement, intensive mentoring, flexible grouping, and collaboration with parents and accompanying teachers. The success of the implementation of the strategy is influenced by teacher competence and training, school leadership, facilities, collaboration, and an inclusive school environment. Thus, teachers' strategies need to be flexible, individual, and supported by the school ecosystem.