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The problem that occurs in learning in inclusive classrooms is that teachers have not been able to design learning effectively that can accommodate the needs of all students, including students with special needs. The purpose of this study is to explore the opinions of the general teacher (GT) and special teacher (ST) about the impact of using instructional strategies based on the brain’s natural learning system for special needs students (SNS) in inclusive classes. Data were collected through classroom observations and interviews with both types of teachers and analyzed using thematic analysis. The research produced three main themes, namely, learning motivation, learning experience, and social interaction. Instructional strategies based on the brain’s natural learning system have a positive impact on SNS in instruction. It has fostered enthusiasm and enthusiasm for learning, providing learning experiences in finding knowledge according to its characteristics, and increasing social interactions that can increase SNS confidence when communicating with others. Instructional strategies based on the brain's natural learning system are effectively used in inclusive classes. They are expected not only to be used in inclusive elementary school levels but also for higher levels.

The Impact of Using Instructional Strategy Based on The Brain’s Natural Learning Systems for Special Needs Students in the Inclusive Classroom