The Implementation of Inclusive Education Program for Early Childhood

Abstract

It is understood and stated by the law that every child has a right to access education. It is even more important for young children to enroll in early childhood education programs to get stimulation as early as possible for their growth and development. The inclusive program became the answer for children whose access was limited to special need school. The purpose of this article is to describe the implementation of inclusive education programs in early childhood (early childhood education programs). The research was conducted at two kindergartens in Singaraja, Bali, between January-March 2020. This research used a qualitative approach to assist with the study case method. The data collection techniques used were interview, observation, and documentation. Data analysis techniques of the research used interactive models by Miles and Huberman. The result showed that (1) not all teachers are familiar with the concept of inclusion; (2) however teachers showed a positive attitude toward students with special need; (3) the learning which designed based on the need of special children were limited; (4) teachers need support to enhance their skill to do early detection and create the appropriate learning and approach for children with special need in their class; (6) the facility to support special need children in school is very limited.