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Previous studies have shown that teachers understand the importance of Individual Education Program (IEP), but they consider the administrative tasks of IEP as a burden. This review aims to illustrate how long the teacher completed the IEP administrative tasks, to explain why teachers view IEP as a burden, and to describe the strategies to minimize obstacles related to the administrative burden of IEP. The procedure of narrative review is selecting journals based on the inclusion and exclusion criteria related to administrative burden of IEP paperwork. The result shows that teachers spend more time doing IEP paperwork than assessing students' assignments, communicating with parents, and sharing with colleagues. IEP paperwork takes up more than 10% of working time. The reasons IEP paperwork perceived as burdens are because of a large number of IEP forms and details, the multiple IEP service flow, the lack of knowledge of the personnel relating to the preparation or implementation of IEPs, the lack of assistance of administrative staff to complete the IEP paperwork, and the short/limited deadlines for administrative duties of IEP. The proposed strategies are improving appropriate technology, streamlining the contents of IEP forms, group IEP and increase the IEP administrative skills of the teachers.

How a kindergarten teacher can make the all of the students grasp the learning materials and remain enthusiastic even though they have varied ability and diverse background, is a classic problem faced by many teachers, including early childhood teachers. It appeared that teachers had problems in adjusting instruction that is able to fulfill the educational need of all pupils with varying abilities. The impact of teacher inability to differentiate instruction was especially for 'less able' students. They did not understand the lesson. A previous study revealed that some of kindergarten teachers use teacherdirected approach and didactic teaching. Early childhood educator expert noted that preschool classes and kindergartens have begun to look more like traditional 1st grade classes: young children are expected to sit quietly while they listen to whole-class instruction. Differentiated instruction is the process of identifying students' individual learning strengths, needs, and interests and adapting lessons to match them. However, in applying differentiated instructions is not as easy as it seems. Therefore, before implementing differentiated instructions, a training need analysis should be conducted to regards teachers' current ability. The purpose of this study was to describe the kindergarten teachers' perspectives of their training needs on differentiated instruction. A kindergarten school which used the Beyond Centre and Circle Time (BCCT) approach was chosen as the venue for this study. A qualitative study with in-depth interview was conducted with early childhood teachers and headmaster as the participants. The data from interview was analysed using thematic analysis. The results revealed that teachers tended to differentiate the activities and teaching aids, however they hardly set different learning goals for varied ability, and rarely structured the lesson in a particular way to accommodate student differences. Teachers tried to vary the method and seating arrangement. Meanwhile, the tasks weren't modified to accommodate students with additional learning needs. The suggestion for future differentiated instruction training will be developed based on teachers' needs.

Vocational interest alignment is the key for job seekers to successfully undertake training programs. However, the assessment tool under the context of the vocational system has not been available, specifically in the Employment and Transmigration Agency of the East Java Provincial Government in Indonesia. Therefore, this research aimed to develop an online assessment to measure the vocational interest of job seekers. It generated theories and items for the Ubaya Vocational Interest Inventory (UVII) and tested the content validity. The process of developing the construct of the UVII was conducted by reviewing the descriptions of job training programs in East Java Province. The examination of content validity involved 10 panelists, and the data were analyzed by the coefficient Aiken V. Based on the categorization of all training program reviewed, the results showed that there were 20 categories of vocations encompassing 4 clusters of interests, which were services, agriculture, arts, and engineering. There were 10 items developed for each category of vocational interest. The content validity examination found that 152, 32, and 16 items at 76%, 16%, and 8% were good (V>0.70), fairly good (V = 0.50 -0.69), and poor (V<0.50), respectively. The findings indicated that most of the developed items represented the constructs measured. However, items in the fairly good category need to be revised, and those in the poor category should be changed with the new items.

Adolesscent with Autism Spectrum Disorder (ASD) tend to be ostracized and bullied in school because they have fewer social skills. Though social skills can be improved, even though ASD teens will have certain challenges. Therefore the role of parents is very important in improving their social skills. This research was conducted to see how the description of social skills possessed by ASD adolescents, viewed from an internal process consisting of three aspects namely emotional awareness and understanding, a theory of mind, and problem-solving and how the role of parents in training social skills in them. Participants in this study were two mothers from mild ASD adolescents. Methods of data collection through interviews, open questionnaires, and four measuring instruments (Karolinska Directed Emotional Face test, Faux Pas Stories Test, Problem Solving Questionnaire, and Recognizing and Responding to a Problem Situation Assessment). The results of this study indicate that the role of parents in practicing social skills in ASD adolescents has not shown optimal results, as evidenced by the lack of social skills possessed by ASD adolescents and the social problems they face in school.