Parental Involvement in the Implementation of Inclusive Early Childhood Education Programs in Ngawi Regency

Abstract

Inclusive education at the PAUD level has a crucial role in creating a learning environment that is accessible to all children, without exception, including children with special needs. This study aims to provide insight and recommendations on parental involvement in the implementation of inclusive ECE programs in Ngawi Regency. The research method used is qualitative research with a phenomenological approach. The subjects in this study were early childhood education teachers and parents with different institutions in 19 Districts in Ngawi Regency, East Java. The research data collection techniques are through observation, interviews, documentation, and open questionnaires. The data analysis techniques used in this study are the data reduction stage, the data presentation stage, and the conclusion or verification stage. The results of this study indicate that parental involvement in the implementation of inclusive ECE programs is still low. Factors that influence this are economic and time constraints, lack of knowledge and information about inclusion, social stigma against children with special needs, and limited inclusive education facilities. With this research, it is hoped that parental involvement can run optimally in inclusive programs.