Teaching Methods for Children with Intellectual Disabilities and Influencing Factors

Abstract

Early Childhood Education (ECE) is critical in establishing a meaningful developmental foundation, including for children with special needs. Inclusive education enables children with intellectual disabilities to learn alongside typically developing peers without discrimination. This study aimed to describe the implementation of inclusive education and the factors influencing it at Jelita Cibanten Kindergarten. A descriptive qualitative approach was employed, utilizing observations, interviews, and literature review. The participants included one child with an intellectual disability in Group B, the principal, and teachers. Findings revealed that the child faced challenges in intellectual ability, communication, attention, and social interaction. Nevertheless, the school implemented inclusive practices through individual assistance, step-by-step instructions, visual and concrete media, and positive reinforcement. Teachers actively served as facilitators despite lacking a special education background. Influencing factors included genetic predispositions, parents’ economic limitations, and insufficient parental understanding. The study concludes that inclusive education at Jelita Cibanten Kindergarten provides opportunities for children with intellectual disabilities to develop according to their potential through teacher support and an inclusive school environment