Implementation of Inclusive Education in Early Childhood Education Units in Addressing Diversity in Children’s Development

Abstract

This study aims to analyze the implementation of inclusive education in early childhood education (ECE) units in addressing children’s developmental diversity. A qualitative research approach was employed using a case study design, as this design allows for an in-depth and contextual exploration of inclusive educational practices within real institutional settings. The study was conducted in two inclusive ECE institutions located in Yogyakarta City, Indonesia, selected due to their commitment to inclusive education and the presence of children with diverse developmental profiles. Eight informants participated in the study, including school principals, classroom teachers, and special assistant teachers, who were purposively selected based on their direct involvement and experience in implementing inclusive education. Data were collected through in-depth interviews, participant observation, and document analysis. The findings reveal that inclusive education in ECE units is implemented through flexible learning activities, adaptive interactions, and collaborative practices; however, implementation remains uneven due to limited systematic planning and institutional support. The study concludes that inclusive education requires integrated pedagogical, social, and systemic approaches. It is recommended that ECE institutions strengthen teacher professional development, inclusive assessment practices, and institutional collaboration to enhance sustainable inclusive education implementation.