Assistance for Early Childhood Education Teachers in Early Identification of Children with Special Needs through Inclusive Teaching Training
Keywords:
Inclusive Education, Early Identification, Teacher Training, Early Childhood EducationAbstract
This study aims to examine the effectiveness of inclusive teaching training and mentoring in supporting early childhood education teachers in the early identification of children with special needs. A qualitative research design with a case study approach was employed to explore teachers’ experiences and practices. Data were collected through semi-structured interviews, classroom observations during training and mentoring sessions, and pre- and post-training surveys. The data were analyzed using thematic analysis, including data condensation, data display, and conclusion drawing to ensure systematic interpretation. The findings indicate that the training and mentoring program significantly improved teachers’ knowledge, awareness, and self-confidence in identifying children with special needs. Teachers demonstrated a shift from intuitive and unsystematic identification practices toward more structured observation, documentation, and collaboration. Additionally, the integration of mentoring facilitated the practical application of knowledge in real classroom contexts, leading to more inclusive and responsive teaching practices. However, challenges such as limited time, lack of resources, and communication barriers with parents were still identified. The study implies that combining training with continuous mentoring is an effective strategy to enhance teachers’ capacity in inclusive early childhood education. It highlights the importance of sustained professional development and institutional support to ensure the successful implementation of early identification practices.
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