Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten

Abstract

In essence, the needs of early childhood differ from each individual both in their physical motor development, language and their personal needs. Especially for those who have abnormalities in their development who need special treatment. Therefore inclusive education is important to provide a place for children with special needs to be able to socialize with regular children. This study aims to describe the implementation of inclusive education with children with special needs in kindergartens in Indonesia, to describe management of inclusive education management in kindergartens in Indonesia and to describe learning and learning tools used for early childhood with special needs in inclusive education. This research was conducted with descriptive approach research method using interview guidelines. Based on the results of the research that has been done, the implementation of inclusive education in this kindergarten has been carried out well in terms of implementation objectives, educational goals, facility readiness, school management, assessment and identification of children with special needs, assessment of learning outcomes and reporting. However, for the provision of special education teachers, this school does not have a special education teacher and still does not have a special curriculum for children with special needs.

Towards inclusive practice in Indonesian kindergartens: Evaluating the impact of Sign Supported Big Books

“…Several factors contribute to this inertia, including a ubiquitous stigmatisation of disabled children (Handoyo et al, 2022) and their teachers (Budiyanto et al, 2020). This fuels a reluctance to admit disabled children even to schools identified as being inclusive (Tucker, 2013), a fear that disabled children and their needs will hold back other children (Anggia and Harun, 2019), and a perceived lack of paedagogical resources and training (Diana et al, 2020). These factors help create a paradox in which ".. kindergartens do not train or buy resources because they have no pupils with special educational needs.…”