Adha, Nafhani (2026) Implementasi Layanan Pendidikan Inklusi Di Paud: Studi Kasus Di Sekolah Paud/TK IT Bunayya Pekanbaru. Other thesis, Universitas Islam Riau.

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Abstract

Children with special needs were defined as children who had conditions different from those of typically developing children, including physical, mental, and emotional disabilities. According to the Indonesian National Education System, as stipulated in Article 1 of the Regulation of the Minister of National Education of the Republic of Indonesia Number 70 of 2009 concerning Inclusive Education, inclusive education was one of the educational services provided for children with special needs. This study aimed to describe the implementation of inclusive education services in Early Childhood Education (PAUD) and to identify the supporting and inhibiting factors affecting its implementation. A qualitative approach with a case study method was employed. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using data reduction, data display, and conclusion-drawing techniques. The respondents in this study consisted of three participants, namely the school principal, a regular classroom teacher, and a classroom teacher who taught children with special needs, selected through purposive sampling. The findings indicated that the implementation of inclusive education services in PAUD had been carried out through the application of a flexible curriculum, learning adaptations, and the provision of assistance services for children with special needs. Teachers played a crucial role in identifying students’ needs, designing differentiated instruction, and establishing collaboration with parents and professional personnel. However, the implementation of inclusive education services still faced several challenges, including limited teacher competence in inclusive education, inadequate facilities and infrastructure, and insufficient support from specialized professionals. Overall, the study concluded that inclusive education services in PAUD could be effectively implemented when supported by competent teachers, a child-friendly learning environment, and strong collaboration among schools, families, and related stakeholders. The study recommended enhancing teacher capacity through continuous training, improving supporting facilities, and strengthening partnerships with parents and relevant experts.

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