Literacy ability helps children learn to read more easily and increase children's success at school. This study aims to describe the use of multimedia technology in literacy learning in kindergarten in Sleman, including (1) Lesson plan, (2) implementing the use of multimedia technology in children's literacy learning, and (3) assessment of children's literacy abilities stimulated using multimedia technology. This research is qualitative. Data collection uses observation, interviews, and document review techniques. The validity of the data is obtained through data triangulation. The data analysis technique was conducted using an interactive model. The results showed that: (1) Lesson plan is adapted to the national curriculum, scientific learning approaches, and learning center models, and integrated with the development of other aspects arranged in semester, weekly and daily programs. (2) Implementation of the use of multimedia technology in literacy learning is implemented in the foothold of learning centers with steps: (a) concentration of attention and focus, (b) orientation, (c) modeling, (d) stage of children's play, and (e) summary. (3) Assessment of children's literacy abilities stimulated using multimedia technology is carried out with observation techniques, the results of assignment work, and anecdotal notes, procedures carried out include recording child development, summarizing notes, and describing in the form of short sentences covering competencies in the national curriculum.

Covid-19 pandemic had a significant impact on many aspects of life, including in the world of education. Pandemic conditions make the learning process adapt to new conditions, one of which is changing the form of face-to-face learning into online learning. The online learning process for teachers at Special School (SLB) faces challenges in delivering learning materials to students with special needs, especially in using appropriate learning media. This article discusses the training provided to special school teachers in Yogyakarta to make learning media utilizing non-B-3 waste as a support for the online learning process for children with special needs. The method used is a qualitative method with data collection techniques using interviews, observation, and performance evaluation. The results of this study indicate that the training in making learning media based on non-B-3 waste is significant in helping teachers solve online classroom learning problems for children with special needs. The reason for choosing non-B-3 waste for learning media are easy to get, and teachers can make media according to students abilities and learning objectives.