THE EFFECTIVENESS OF SPECIAL NEEDS CHILDREN IDENTIFICATION TRAINING FOR EARLY CHILDHOOD EDUCATION TEACHERS IN PASURUAN REGENCY IN SUPPORTING INCLUSIVE LEARNING
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Objective: This study aimed to determine the effectiveness of special needs children recognition training for early childhood education teachers who are members of the Cluster Activity Center organization in Pasuruan Regency. Method: This study employed an action research approach consisting of planning, implementation, observation, and reflection stages. The research subjects consisted of 75 early childhood education teachers from the Cluster Activity Center organization in Pasuruan Regency. Data were collected through questionnaires, observations, and interviews and were then analyzed using quantitative and qualitative descriptive methods. Results: The training results showed consistent improvement in both the conceptual understanding and practical abilities of early childhood education teachers in identifying children with special needs and designing inclusive learning strategies. In addition, the satisfaction survey results showed highly positive responses, with 37 participants reporting being very satisfied, 30 satisfied, and 8 moderately satisfied, while no respondents reported being dissatisfied. Novelty: Therefore, action research-based special needs children recognition training was effective in improving the competence of early childhood education teachers in identifying and assisting children with special needs more appropriately and systematically.
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