<![CDATA[Implementing inclusive education for early childhood requires a staffing system that can provide services tailored to the diverse characteristics and needs of students. This study aims to describe how the staffing system is implemented to support inclusive education at TK Alam Baturraden Purwokerto, including the roles and collaboration between educators and professional staff. The study uses a descriptive qualitative approach. Data was collected through observation, interviews, and documentation involving the principal, facilitators, shadow teachers, psychologists, and therapists. Data analysis was carried out through data organization, information grouping, interpretation, and drawing conclusions based on the research findings. The research results show that the staffing system at TK Alam Baturraden is carried out through the involvement and cooperation of various parties, including the principal, facilitators, shadow teachers, psychologists, therapists, and other supporting staff. The school conducts assessments from the start to understand each child's condition and needs, then provides support through shadow teachers and therapy services tailored to each child's developmental needs. Teacher competency is also improved through regular upgrading activities. In addition, the school builds communication with parents through parenting programs, child development reports, and discussions about students' needs. Thus, a collaborative staffing system, needs-based assessment, support, therapy services, and teacher competency development become important elements in supporting inclusive education at TK Alam Baturraden Purwokerto.]]>
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