<![CDATA[Inclusive education at the Early Childhood Education (ECE) level helps fulfill the right to education for all children, including those with special needs. This study aims to describe planning, analyze implementation, and identify management challenges in inclusive ECE in Bengkalis Regency, an archipelagic region characterized by limited access to transportation and a shortage of professional personnel. This study used a qualitative case study approach, involving seven ECE institutions across three districts (Bengkalis, Bukit Batu, and Rupat). Data were collected through in-depth interviews with principals, teachers, and parents, as well as participant observation and document analysis; the data were then analyzed thematically using data reduction, data display, and conclusion-drawing processes. The findings indicate that most institutions lack written policies regarding inclusive education; lesson plans generally do not differentiate between typically developing children and those with special needs; and Individualized Education Programs (IEPs) have not been systematically implemented. Instruction relies on storytelling and play-based approaches, with generally positive social interactions between typically developing children and those with special needs. Key challenges include limited teacher competence in handling children with special needs, a lack of specialized support staff, inadequate facilities, and weak local policy support. The study recommends strengthening teacher training, formulating written inclusion policies, providing professional support staff, and enhancing collaboration among schools, parents, and the local government to realize high-quality, sustainable inclusive ECE in Bengkalis Regency.]]>
