The government's declaration of quality education equality is evidenced in the implementation of inclusive education which is in line with the philosophy of education for all. One of the learning strategies that accommodate differences in student learning needs is differentiated learning, using the Station Rotation (SR) strategy with Tiered Task (TT). The problem is that not all-inclusive schools have implemented this strategy in learning. This article aims to prove the effectiveness of implementing the SR learning strategy with TT towards improving the social skills of students with special needs (SSN) in inclusive schools. This study used an experiment, with 17 teachers participating in four inclusive schools in West Sumatra which included subject and classroom teachers, 8 observers, and 85 SSN with various types of special needs. Data were collected by observation, documentation, and questionnaires. The results showed that there was a significant effect of the SR learning strategy with TT on improving general social skills, during learning, and in the classroom environment for special needs children in inclusive schools. This increase occurs because SR and TT emphasize the flexibility of SSN in choosing study groups, evaluation of learning based on SSN abilities, and can increase positive relationships and eliminate obstacles that SSN has.
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