Permasalahan kesehatan gigi dan mulut di Indonesia masih tergolong tinggi. Kementerian Kesehatan (2025) melaporkan 57% masyarakat Indonesia mengalami masalah kesehatan gigi dan mulut. Pada anak tunagrahita, prevalensi karies mencapai 82,6% sebagai akibat dari keterbatasan kognitif dan motorik yang dimiliki. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus untuk menganalisis praktik edukasi pemeliharaan kesehatan gigi dan mulut pada anak tunagrahita di SLBN 9 Jakarta tahun 2026. Data diperoleh melalui wawancara mendalam terhadap delapan informan yang terdiri dari enam guru wali kelas, satu koordinator bagian tunagrahita, dan kepala sekolah; serta observasi terhadap praktik edukasi, sarana, dan peraturan terkait. Hasil penelitian menunjukkan, edukasi kesehatan gigi dan mulut dilaksanakan secara rutin melalui program Bina Diri dengan metode pembelajaran interaktif, demonstrasi, dan evaluasi berkala. Guru wali kelas memiliki pengetahuan yang mumpuni dan menunjukan sikap, serta persepsi positif terhadap program edukasi, namun, keterbatasan waktu pembelajaran dan banyaknya tuntutan target capaian akademik masih menjadi kendala dalam pelaksanaan edukasi. Guru juga menekankan pentingnya keterlibatan orang tua dalam edukasi pemeliharaan kesehatan gigi dan mulut anak. Sarana dan prasarana penunjang masih tergolong terbatas. Praktik edukasi memanfaatkan fasilitas umum sekolah dengan alat yang dibawa secara mandiri oleh murid dan guru. Belum terdapat program dan kebijakan khusus terkait edukasi kesehatan gigi dan mulut anak tunagrahita. Meskipun demikian, kurikulum memberikan fleksibilitas bagi guru untuk menyesuaikan metode pembelajaran dengan kebutuhan anak. Praktik edukasi di SLBN 9 Jakarta telah berjalan cukup baik dan adaptif, namun dapat dioptimalkan melalui peningkatan fasilitas, penguatan kolaborasi dengan orang tua, dan menjalin kerja sama dengan pihak eksternal.

The Ministry of Health reported that 57% of the population in Indonesia experienced oral health issues (2025). Among children with intellectual disabilities, the prevalence of dental caries reached 82.6%, attributed to their cognitive and motor impairments. This study employed a qualitative approach, with a case study design, to analyze dental and oral health maintenance education practices for children with intellectual disabilities at SLBN 9 Jakarta in 2026. Data were collected through in-depth interviews with eight informants: six homeroom teachers, one coordinator of the childrens' intellectual disability unit, and the school principal; and observation of educational practices, facilities, and related regulations. The results indicated that dental and oral health educational practices at SLBN 9 Jakarta have been routinely implemented through the Self-Development (Bina Diri) program, utilizing various interactive learning methods, demonstrations, and periodic evaluations. Homeroom teachers demonstrated adequate knowledge with positive attitudes and perceptions toward the program. However, limited instructional time and heavy academic demands remain major obstacles to its implementation. Teachers also emphasized the importance of parental involvement in reinforcing oral health practices. Educational facilities were limited, relying mainly on general school facilities and personal equipment provided by teachers and students’ family. No specific school program or policy on oral health education for children was identified. Nevertheless, the curriculum provided flexibility for teachers to adapt learning methods to each students’ needs. Overall, the program was implemented effectively, although improvements in facilities accommodation, parental collaboration, and external partnerships are needed to enhance its sustainability and impact.