EARLY CHILDHOOD EDUCATION TEACHERS' STRATEGIES FOR ADDRESSING THE DYNAMICS OF INCLUSIVE EDUCATION

Abstract

This study aimed to describe the strategies employed by early childhood education (ECE) teachers in addressing the dynamics of inclusive education at TK Nusa Indah, Palembang City. A descriptive qualitative approach with a case study design was employed. The participants included the principal, classroom teachers, parents of typically developing children, and parents of children with special needs. Data were collected through observations, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing. The findings revealed that inclusive education at TK Nusa Indah is implemented by integrating typically developing children and children with special needs into the same classroom. To address the diverse learning needs, teachers applied various instructional strategies, including play-based learning, singing, storytelling, visual media, and gradual individualized assistance tailored to each child's abilities. Teachers provided repeated guidance, learning support during classroom activities, and individualized attention to help children actively participate in learning. In addition, they fostered a safe, supportive, and inclusive classroom environment by promoting mutual respect, cooperation, and positive social interaction among students. The implementation of inclusive education was further strengthened through close collaboration among teachers, parents, and the school in monitoring and supporting children's development. Overall, flexible teaching strategies, individualized support, a positive classroom climate, and strong school parent collaboration were identified as key factors supporting successful inclusive education.