Abstract
The purpose of this study is to investigate the teacher’s challenges and strategies in implementing inclusive teaching for English subject. The study uses a case study design. The subject of the study was an English teacher at a private Catholic School in Malang, East Java, Indonesia. The data were gathered through observation and semi-structured interviews. The findings highlighted deficiencies in inclusive classroom practice, including inadequate support for SEN students, lack of teacher training programs for inclusive teaching, and limited teacher collaboration. Additionally, the research identified several strategies employed by the teacher to enhance English language learning, such as encouraging positive feedback, proper seating arrangements, and using audio-video media for teaching, these insights offer valuable perspectives for educators seeking to enhance the implementation of inclusive education (IE) in Indonesia.
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