<![CDATA[Inclusive education at the early childhood education (PAUD) level requires systematic screening and early assessment to identify children’s developmental needs from an early age. This study aims to analyze the implementation of early screening and assessment for young children at TK ABA Karangkajen, Yogyakarta, within the context of inclusive education services. The research employed a descriptive qualitative method, with data collected through observation, in-depth interviews, and documentation conducted in November 2025. The findings indicate three main results: (1) the institutional commitment to inclusive policies is strong; (2) early assessment practices are still limited by human resources and assessment instruments; and (3) parental involvement and follow‑up evaluation mechanisms have not yet been implemented in a structured and sustainable manner. Standardization of screening instruments, provision of supporting assessment facilities, and improved collaboration with parents are strategic steps to enhance the quality of early screening and assessment implementation in inclusive PAUD services.]]>
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