Pengenalan Pendidikan Inklusif bagi Guru PAUD untuk Meningkatkan Layanan Pendidikan Anak Berkebutuhan Khusus

Abstract

This study aims to explore the introduction of inclusive education for early childhood education (PAUD) teachers and how it can improve educational services for children with special needs. Inclusive education, which provides equal access to all children, including those with special needs, is increasingly becoming a primary focus in early childhood education. This research adopts a qualitative descriptive approach, with data collection techniques including in-depth interviews, observations, and document analysis. The findings show that although most PAUD teachers at TK Pembina have participated in basic inclusive education training, they still face challenges in implementing inclusive principles with children who have more specific needs, such as autism and hearing impairments. Teachers use methods based on play and behavior reinforcement to support the learning of children with special needs. Furthermore, collaboration between teachers and parents has proven to be a key factor in the success of inclusive education. However, challenges such as limited school facilities and a lack of advanced training for teachers remain obstacles. This study concludes that to improve educational services for children with special needs, there is a need for continued professional development for teachers, better school facilities, and more intensive collaboration with parents. Well-implemented inclusive education positively impacts the social and emotional development of children with special needs and fosters a more inclusive society.