Implementation Of Inclusive Early Childhood Education In A Community-Based Pos Paud Jati Waluyo Preliminary Qualitative Study In Rural Banyumas, Indonesia
Keywords:
Inclusive Education, Early Childhood Education, Community-Based PAUD, Children With Special Needs, Rural EducationAbstract
Inclusive Early Childhood Education (ECE) is a fundamental approach to ensuring equitable learning opportunities for all children, including children with special needs (CWSN). However, the implementation of inclusive education in rural and non-formal early childhood institutions remains limited and under-researched. This study aims to describe the preliminary implementation of inclusive education at Pos PAUD Jati Waluyo, a community-based non-formal ECE institution located in rural Banyumas Regency, Indonesia. This research employed a qualitative descriptive approach using a case study design. Data were collected through observations, in-depth interviews with teachers and school management, and documentation analysis. The findings indicate that the overall readiness of Pos PAUD Jati Waluyo to implement inclusive education falls into the “quite ready” category, with an average inclusion readiness score of 51.9. Management commitment showed the highest score (70), reflecting strong social acceptance of CWSN, while disability-friendly physical facilities received the lowest score (30), indicating significant infrastructural limitations. Other challenges include limited teacher competence in inclusive pedagogy and the absence of adaptive educational learning tools. Despite these constraints, the study highlights the potential of community-driven initiatives as an early model of inclusive education in rural settings. The findings suggest that strengthening teacher capacity, improving basic accessibility, and fostering cross-sector collaboration are essential to enhance inclusive ECE practices in non-formal institutions.
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