<![CDATA[This study aims to analyze the role of Special Accompanying Teachers (GPK) in optimizing educational services for Children with Special Needs (CSN) in inclusive Early Childhood Education (ECE) institutions through a Systematic Literature Review (SLR) approach. Data sources consist of scientific articles published in accredited national and international journals between 2019 and 2025. Thematic analysis reveals that GPK roles encompass both pedagogical dimensions including comprehensive assessment, development of Individualized Education Programs (IEP), structured learning assistance, and periodic evaluation and non-pedagogical dimensions such as emotional support, communication mediation, and cross-stakeholder collaboration. The effectiveness of GPK is primarily determined by professional competence developed through continuous training programs, quality collaboration among GPK, classroom teachers, parents, and specialists, as well as institutional policy support. Key challenges include limited CSN admission quotas, diverse individual characteristics of children, and insufficient adaptive learning facilities. This study emphasizes that optimizing CSN services in inclusive ECE requires synergy between competent GPK, multi-stakeholder collaboration, and sustained supportive policies.]]>
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