<![CDATA[This study describes the implementation of Individualized Education Program (IEP) curriculum management at Tootie Kidz Center, Kelapa Dua Tangerang, and examines its effects on children with special needs. Using a descriptive qualitative approach, data were collected through participant observation, in-depth interviews, and document review with school leaders, educators, therapists, and parents. Data were analyzed using Miles and Huberman’s interactive model. Findings indicate that a structured, collaborative management cycle planning, organizing, implementing, evaluating operated consistently, grounded in comprehensive assessment and sustained school–parent communication. IEP implementation contributed to improvements in children’s cognitive, communication, social, and independence domains, while fostering professional reflection among teachers and therapists. Enablers included supportive leadership and a multidisciplinary team; principal barriers were limited staffing ratios and learning resources. The study concludes that adaptive, collaboration-based IEP curriculum management effectively optimizes inclusive education services and implies the need to strengthen training, facilities, and evaluation mechanisms for program sustainability, and use of digital supports.]]>
Copyrights © 2026
