Main Article Content
Abstract
The implementation of inclusive education has not gone completely well. This is proven by the issuance of a law that calls on every educational institution to accept children with special needs. However, in fact, not all schools accept children with special needs. This research aims to analyze curriculum planning in inclusive PAUD. This research uses a qualitative descriptive research method using three data collection techniques, namely observation, documentation and interviews. The subjects in this research consisted of PAUD heads, special assistant teachers, and regular class teachers. The data obtained is then reduced, then analyzed, concluded and finally presented. The results of this research show that the implementation of inclusive education in PAUD Putra Harapan and Sekolah Alam Banyu Belik means that children with special needs study together with regular children with a percentage of 1:9. Every time a new student is admitted, an assessment is carried out to determine the obstacles faced by the child. The results of the assessment are used as material for creating individual learning programs. Learning activities are carried out by pulling out, that is, children with special needs study together with regular children and will receive special classes in turn. It can be concluded that these two schools have provided inclusive education since their founding. It is hoped that future research will examine the readiness of PAUD institutions to provide inclusive education.