School strategy at Elmafaza Islamic Baby School (IBS) Kindergarten as an inclusive school

Abstract

Inclusive education in early childhood settings plays a crucial role in ensuring equitable access to learning and supporting optimal child development. Although inclusive education is strongly supported by national policies in Indonesia, its practical implementation at the early childhood education level remains challenging, particularly in adapting curriculum and strengthening family school collaboration. This study is urgent in exploring how inclusive principles are implemented in a real school context where teachers do not have formal special education backgrounds but are required to serve diverse learners. This study employed a qualitative descriptive approach conducted at Elmafaza Islamic Baby School (IBS). Data were collected through indepth interviews with the principal and teachers, classroom observations, and analysis of institutional documents, including anecdotal records, connecting notebooks, and children’s developmental reports. Data were analyzed thematically to examine curriculum and learning adaptations, family empowerment strategies, and institutional support. The findings indicate that Elmafaza IBS applies an adapted curriculum through differentiated instruction, development based grouping, and systematic child documentation. Teachers demonstrate inclusive practices supported by continuous training and principal supervision. Family empowerment is strengthened through transparent communication, parental involvement in providing shadow assistants, and adherence to developmental and medical recommendations. These practices reflect effective interactions across ecological systems within the school context. In conclusion, inclusive education at Elmafaza IBS is sustained through the integration of adaptive curriculum practices, professional teacher development, and strong family collaboration, contributing to a responsive and supportive early childhood learning environment.