The Future of Education

This study explores the experiences of children with special needs in inclusive educational settings, focusing on the role of teachers in Social-Emotional Learning (SEL) to address their unique challenges. Employing a descriptive qualitative method, the research incorporates observation, semi-structured interviews, document analysis, and an extensive literature review. Data validity was ensured through triangulation of sources and techniques. Data analysis follows Miles and Huberman's model, consisting of data reduction, data display, and conclusion drawing. Findings reveal that children with special needs face internal challenges, such as difficulty understanding academic material, communication barriers, emotional regulation struggles, and limited social adaptation. Externally, these students often experience insufficient support from schools and families. The data reduction phase involved categorizing these challenges, while the data display step utilized thematic matrices to organize findings on the effectiveness of SEL. SEL supports children with special needs by fostering social and emotional skills, boosting self-confidence, promoting social inclusion, and enhancing decision-making abilities. Teachers contribute through flexible teaching methods, parent collaboration, and strengthening SEL's five competencies: self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making. The analysis highlights SEL's ability to reduce interpersonal conflicts, improve peer and teacher relationships, and increase student motivation. By integrating SEL into inclusive curricula, schools can create nurturing environments that support the holistic development of children with special needs and foster equity and inclusivity for all learners.