Children with Disabilities: an Analysis of a Learning Process in the Early Years' Classroom Toward Inclusive Practice

Abstract

Abstract--Inclusive education services for early childhood are expected to provide opportunities for all children regardless of their conditions to be able to obtain equal rights in education and learning process. The number of early childhood students with special needs increases each year, but the education services that can be provided by early childhood institutions are still very minimal.Inclusion involves creating situations in the setting that support the needs of the student; mainstreaming children, on the other hand, involves having students with disabilities learning to be in a general education setting [1].Teachers' knowledge of the condition and diversity of children with disabilities is still said to be lacking as well. Similarly, the implementation process of learning for children with special needs has not been well enough. This study aims to analyze the needs of early childhood learning in schools for children with special needs, so that later the school can design and provide the appropriate learning experience in inclusive early childhood education Introduction The result of data analysis shows that there is no clear reference related to the curriculum, planning and learning assessment standard for early childhood students with disabilities. In addition, the means associated with the mobility of children in learning activities is still very minimal. It can be concluded that inclusive early childhood education needs to have individual education program and supporting infrastructure in learning activity.