<![CDATA[General Background: Early childhood education serves as a fundamental foundation for human resource quality during rapid developmental stages. Specific Background: Educators frequently encounter kindergarten students presenting simultaneous slow learner characteristics and speech delay conditions. Knowledge Gap: Prior literature insufficiently examines pedagogical interventions addressing dual learning and communication barriers specifically within kindergarten settings. Aims: This research investigates teacher strategies applied in managing students experiencing both slow learning patterns and speech delays at TK PKK Tunas Bangsa. Results: Qualitative findings reveal that educators deploy individualized approaches, material repetition, simple instructions, interactive media, and structured anecdotal documentation to foster communication and cognitive progress. Novelty: This study uniquely explores combined dual-condition interventions within a qualitative case study framework focusing on early childhood education. Implications: Schools can utilize these adaptive pedagogical methods to design inclusive environments supporting children with complex developmental needs. Key Findings Highlights Educators implement individualized approaches, material repetition, and simple instructions to assist children facing learning and communication barriers, Qualitative observations indicate that structured anecdotal documentation and interactive media successfully foster student participation and emotional stability, Primary obstacles involve restricted verbal communication capabilities, limited family support, and constrained instructional duration. Keywords Slow Learner, Speech Delay, Teacher Strategy, Early Childhood Education, Qualitative Case Study]]>
