<![CDATA[Inclusive early childhood education in Indonesia continues to face a gap between policies that admit children with diverse learning needs and the availability of genuinely equitable learning services. This study aims to analyse the relationship among equitable access, teacher competence, and learning adaptation in the implementation of inclusive early childhood education in Indonesia. The study employed a literature review using a descriptive qualitative approach. Data were drawn from national and international journal articles and official reports published between 2021 and 2025. The data were analysed through qualitative content analysis, involving identification, coding, thematic categorisation, comparison of findings, and interpretation. The findings indicate that open admission does not necessarily ensure meaningful participation for all children. Teacher competence serves as the main link between inclusive policy and classroom practice, particularly in assessing children’s needs, managing heterogeneous classrooms, collaborating with families, and providing appropriate learning support. Adaptation of curricula, methods, media, learning environments, and assessment is required to reduce learning barriers from the planning stage. The novelty of this study lies in its integrative framework, which positions equitable access, teacher competence, and learning adaptation as interdependent elements of inclusive early childhood education. This study offers a conceptual basis for early childhood education providers, teachers, and policymakers to strengthen equitable and responsive services for children’s diverse needs.]]>
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