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All Journal Jurnal Bunga Rampai Usia Emas RAUDHAH ABDIMAS SILIWANGI Jurnal Inovasi Pendidikan Dasar PrimaryEdu - Journal of Primary Education Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Jurnal Isema : Islamic Educational Management EduChild: Majalah Ilmiah Pendidikan JURNAL RAUDHAH MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Edukasi: Jurnal Ilmiah Pendidikan Anak Usia Dini Reswara: Jurnal Pengabdian Kepada Masyarakat Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini Indonesian Journal of Adult and Community Education (IJACE) Journal of General Education and Humanities JURNAL TUNAS PENDIDIKAN Talitakum : Jurnal Pendidikan Kristen Anak Usia Dini
Maulani, Susan
Universitas Islam Nusantara
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Early Childhood Teachers' Understanding and Practice of Inclusive Curriculum: A Mixed Method Study in Bandung Sudarti Sudarti; Susan Maulani; Agus Ruswandi
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1258

Abstract

This study investigates Early Childhood Education (ECE) teachers’ understanding and practice of inclusive curriculum implementation, and examines the role of training and collaboration in enhancing teacher competence. Employing a concurrent triangulation mixed-method design, quantitative and qualitative data were collected through questionnaires, in-depth interviews, observations, and document analysis. Simple random sampling was used for the survey, while purposive sampling identified key informants with direct experience in inclusive practices. The findings indicate that teachers demonstrate a relatively good conceptual understanding of inclusive principles, particularly in recognizing children’s diversity, applying child-centered approaches, and valuing collaboration with parents and support staff. However, a significant gap persists between conceptual understanding and classroom practice, especially in adaptive lesson planning and differentiated instruction. Continuous professional training contributes positively to improving pedagogical competence, although institutional support and professional supervision remain limited. Collaboration among teachers, parents, and support staff is identified as a critical factor in fostering inclusive learning environments. Despite growing attention to inclusive education, prior studies have largely focused on teachers’ perceptions rather than examining how such understanding is enacted in practice, particularly through the combined influence of training and collaborative support. This study highlights the need for sustained, reflective, practice-based training and strengthened professional partnerships to ensure effective, sustainable, inclusive curriculum implementation in ECE contexts.
Co-Authors Agus Ruswandi Ahmatika, Deti Bachrudin Musthafa Cucu Susanti Dianti Yunia Sari Emay Mastiani Hadiana, Tedi Juniati, Nur Indah Mubiar Agustin Mutiara, Shinta Nailal Munayah Narita, Ainun Nurhasanah, Sindi Puspita, Shinta Mutiara Rahmawati Rahmawati Revita Yanuarsari Rohmah Fajarwati, Saktika Setianingsih Eka Wardian Shinta Mutiara Siti Nasriatul Hamidah Sudarti Sudarti Suwandari, Lilis Tia Setiawati Vismania S. Damaianti, Vismania S. Widya Tasya Astiti