The Influence of Academic Supervision, Teacher Understanding of Special Needs Education, and Universal Design for Learning on the Implementation of Inclusive Education in Kindergarten
DOI:
https://doi.org/10.56916/jirpe.v4i3.1834Keywords:
Academic Supervision, Inclusive Education, Universal Design for Learning , Teacher Competence, Early Childhood EducationAbstract
Inclusive early childhood education demands not only equitable access but also teacher competence and adaptive instructional leadership. This study investigates the relationship between academic supervision and teachers’ understanding of children with special needs (SEN) and the Universal Design for Learning (UDL) framework within an inclusive kindergarten context. Employing a quantitative approach, the research involved 10 early childhood teachers at TK Khalifah, East Kutai, Indonesia. Data were collected through validated questionnaires, structured interviews, document analysis, and observation. The instruments measured two main variables: academic supervision and teacher understanding of SEN and UDL. Descriptive analysis showed that both variables predominantly fell into the moderate category. Inferential analysis using Pearson correlation revealed a strong positive relationship (r = 0.81) between academic supervision and teacher understanding, with a coefficient of determination (R²) of 86.6%. These findings suggest that academic supervision makes a significant contribution to teachers’ inclusive competence. However, the moderate performance trends may reflect limited access to structured professional learning and the absence of contextual variables such as prior training or institutional support. The study concludes that differentiated, reflective, and collaborative supervision is crucial for advancing inclusive practices. Practical implications include the need for enhanced supervisory models and targeted professional development for early childhood educators. This research offers empirical insights to inform inclusive education policy and instructional leadership in early learning environments.
References
Agbenyega, J. S., & Klibthong, S. (2021). Exploring Thai early childhood teachers’ experiences of inclusive teaching practices: A qualitative study. The Australian Educational Researcher, 48(1), 125–143. https://doi.org/10.1007/s13384-020-00380-1
Akrim, M., & Harfiani, R. (2019). Daily learning flow of inclusive education for early childhood. Utopia Y Praxis Latinoamericana, 24(6), 132–141. https://www.redalyc.org/journal/279/27962177014/27962177014.pdf
Ameli, I. L., Ayaga, G., & Ouda, J. B. (2024). Effectiveness of teacher supervision practices in the implementation of the early years education program. Social Education Research, 302–318. https://doi.org/10.37256/ser.5220243992
Andresen, R. (2013). Visions of what inclusive education can be–With emphasis on kindergartens. European Early Childhood Education Research Journal, 21(3), 392–406. https://doi.org/10.1080/1350293X.2013.814359
Attwood, S., MacArthur, J., & Kearney, A. (2019). Beginner secondary teacher preparedness for inclusion. International Journal of Inclusive Education, 23(10), 1032–1048. https://doi.org/10.1080/13603116.2019.1625455
Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. https://doi.org/10.1080/08856250210129056
Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of Research in Childhood Education, 31(2), 255–269. https://doi.org/10.1080/02568543.2016.1273285
Bedir, G. (2022). Teachers’ views on the practices of universal design for learning: Universal design for learning. International Journal of Curriculum and Instruction, 14(2), 1324–1342. https://www.ijci.net/index.php/IJCI/article/view/930/488
Bencherab, A., & Al Maskari, A. (2020). Clinical supervision: A genius tool for teachers’ professional growth. The Universal Academic Research Journal, 3(2), 51–57. https://dergipark.org.tr/en/download/article-file/1793600
Bešić, E., Paleczek, L., Krammer, M., & Gasteiger-Klicpera, B. (2017). Inclusive practices at the teacher and class level: The experts’ view. European Journal of Special Needs Education, 32(3), 329–345. https://doi.org/10.1080/08856257.2016.1240339
Bisschoff, T., & Grobler, B. (1998). The management of teacher competence. Journal of In-Service Education, 24(2), 191–211. https://doi.org/10.1080/13674589800200041
Bondar, K., & Shestopalova, O. (2020). Supervision as a model of inclusive education retraining and professional advancement of the school community. In SHS Web of Conferences (Vol. 75, p. 03012). EDP Sciences. https://doi.org/10.1051/shsconf/20207503012
Calandri, E., Mastrokoukou, S., Marchisio, C., Monchietto, A., & Graziano, F. (2025). Teacher emotional competence for inclusive education: A systematic review. Behavioral Sciences, 15(3), 359. https://doi.org/10.3390/bs15030359
Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791–807. https://doi.org/10.1080/13603116.2017.1325074
Chatzigeorgiadou, S., & Barouta, A. (2022). General and special early childhood educators’ attitudes towards co-teaching as a means for inclusive practice. Early Childhood Education Journal, 50(8), 1407–1416. https://doi.org/10.1007/s10643-021-01269-z
Coimbra, N., Pereira, A. V., Martins, A., & Batista, C. (2020). Pedagogical supervision and change: Dynamics of collaboration and teacher development. International Journal of Management Science and Business Administration, 6(4), 55–62. https://doi.org/10.18775/ijmsba.1849-5664-5419.2014.64.1005
DeVore, S., & Russell, K. (2007). Early childhood education and care for children with disabilities: Facilitating inclusive practice. Early Childhood Education Journal, 35(2), 189–198. https://doi.org/10.1007/s10643-006-0145-4
Donath, J. L., Lüke, T., Graf, E., Tran, U. S., & Götz, T. (2023). Does professional development effectively support the implementation of inclusive education? A meta-analysis. Educational Psychology Review, 35(1), 30. https://doi.org/10.1007/s10648-023-09752-2
Engelbrecht, P., Nel, M., Smit, S., & Van Deventer, M. (2016). The idealism of education policies and the realities in schools: The implementation of inclusive education in South Africa. International Journal of Inclusive Education, 20(5), 520–535. https://doi.org/10.1080/13603116.2015.1095250
Florian, L. (2015). Conceptualising inclusive pedagogy: The inclusive pedagogical approach in action. In Inclusive pedagogy across the curriculum (Vol. 7, pp. 11–24). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620150000007001
Florian, L., & Rouse, M. (2010). Teachers’ professional learning and inclusive practice. In Confronting obstacles to inclusion (pp. 203–218). Routledge. https://doi.org/10.4324/9780203846780-23
Forlin, C. (2010). Teacher education reform for enhancing teachers’ preparedness for inclusion. International Journal of Inclusive Education, 14(7), 649–653. https://doi.org/10.1080/13603111003778353
Freeman-Green, S., Williamson, P., & Cornelius, K. (2025). Advancing collaboration in inclusive education. Teaching Exceptional Children, 57(4), 252–253. https://doi.org/10.1177/00400599241312556
Fyssa, A., Vlachou, A., & Avramidis, E. (2014). Early childhood teachers' understanding of inclusive education and associated practices: Reflections from Greece. International Journal of Early Years Education, 22(2), 223–237. https://doi.org/10.1080/09669760.2014.909309
Hamman, D., Lechtenberger, D., Griffin-Shirley, N., & Zhou, L. (2013). Beyond exposure to collaboration: Preparing general-education teacher candidates for inclusive practice. The Teacher Educator, 48(4), 244–256. https://doi.org/10.1080/08878730.2013.796030
Hasibuan, Z. S. S. (2024). The role of academic supervision in improving the effectiveness of inclusive education governance. TOFEDU: The Future of Education Journal, 3(5), 2017–2025. https://doi.org/10.61445/tofedu.v3i5.341
Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46(3), 249–264. https://doi.org/10.1007/s10643-017-0865-7
Holmqvist, M., & Lelinge, B. (2021). Teachers’ collaborative professional development for inclusive education. European Journal of Special Needs Education, 36(5), 819–833. https://doi.org/10.1080/08856257.2020.1842974
Hornby, G. (2011). Inclusive education for children with special educational needs: A critique. International Journal of Disability, Development and Education, 58(3), 321–329. https://doi.org/10.1080/1034912X.2011.598678
Jia, L., Tan, R., & Santi, M. (2024). Teachers’ understanding of inclusive education: Comparing perspectives in China and Italy. Asia Pacific Journal of Education, 44(2), 503–515. https://doi.org/10.1080/02188791.2022.2066628
Johnson, E., & Semmelroth, C. L. (2014). Special education teacher evaluation: Why it matters, what makes it challenging, and how to address these challenges. Assessment for Effective Intervention, 39(2), 71–82. https://doi.org/10.1177/1534508413513315
Kefallinou, A., Symeonidou, S., & Meijer, C. J. (2020). Understanding the value of inclusive education and its implementation: A review of the literature. Prospects, 49(3), 135–152. https://doi.org/10.1007/s11125-020-09500-2
Kudrnáč, A., Bocskor, Á., & Hanzlová, R. (2024). The role of empathy in support for inclusive education. Social Psychology of Education, 27(5), 2367–2391. https://doi.org/10.1007/s11218-024-09928-w
Lancaster, J., & Bain, A. (2020). Teacher preparation and the inclusive practice of pre-service teachers: A comparative follow-up study. International Journal of Inclusive Education, 24(12), 1311–1325. https://doi.org/10.1080/13603116.2018.1523954
Lindsay, G. (2003). Inclusive education: A critical perspective. British Journal of Special Education, 30(1), 3–12. https://doi.org/10.1111/1467-8527.00275
Mackinnon, J. (2004). Academic supervision: Seeking metaphors and models for quality. Journal of Further and Higher Education, 28(4), 395–405. https://doi.org/10.1080/0309877042000298876
Majoko, T. (2018). Effectiveness of special and inclusive teaching in early childhood education in Zimbabwe. Early Child Development and Care, 188(6), 785–799. https://doi.org/10.1080/03004430.2016.1237514
Mamas, C., & Avramidis, E. (2013). Promoting social interaction in the inclusive classroom: Lessons from inclusive schools in England and Cyprus. Learning, Culture and Social Interaction, 2(4), 217–226. https://doi.org/10.1016/j.lcsi.2013.07.001
Mitchell, L. C., & Hegde, A. V. (2007). Beliefs and practices of in-service preschool teachers in inclusive settings: Implications for personnel preparation. Journal of Early Childhood Teacher Education, 28(4), 353–366. https://doi.org/10.1080/10901020701686617
Mitiku, W., Alemu, Y., & Mengsitu, S. (2014). Challenges and opportunities to implement inclusive education. Asian Journal of Humanity, Art and Literature, 1(2), 118–135. https://camaraethiopia.org.et/SNNPR/moe/content/SNE_TB/Some%20Guides%20References%20and%20notes/AJHAL%202.5.pdf
Moriña, A. (2019). Inclusive education in higher education: Challenges and opportunities. In Postsecondary educational opportunities for students with special education needs (pp. 3–17). Routledge. https://doi.org/10.4324/9781351107570-2
Nelis, P., Pedaste, M., & Šuman, C. (2023). Applicability of the model of inclusive education in early childhood education: A case study. Frontiers in Psychology, 14, 1120735. https://doi.org/10.3389/fpsyg.2023.1120735
Nordentoft, H. M., Thomsen, R., & Wichmann-Hansen, G. (2013). Collective academic supervision: A model for participation and learning in higher education. Higher Education, 65(5), 581–593. https://doi.org/10.1007/s10734-012-9564-x
Norwich, B., & Lewis, A. (2001). Mapping a pedagogy for special educational needs. British Educational Research Journal, 27(3), 313–329. https://doi.org/10.1080/01411920120048322
Oke, E. B. (2016). Influence of early childhood instructional supervision on caregivers’ effectiveness in Federal Capital Territory Centers, Abuja Nigeria. International Journal for Cross-Disciplinary Subjects in Education, 7(1), 2682–2692. https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-7-2016/Influence-of-Early-Childhood-Instructional-Supervision-on-Caregivers-Effectiveness-in-Federal-Capital-Territory-Centers.pdf
Olsen, K., Croydon, A., Olson, M., Jacobsen, K. H., & Pellicano, E. (2019). Mapping inclusion of a child with autism in a mainstream kindergarten: How can we move towards more inclusive practices? International Journal of Inclusive Education, 23(6), 624–638. https://doi.org/10.1080/13603116.2018.1441914
Onyishi, C. N., & Sefotho, M. M. (2020). Teachers' perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education. International Journal of Higher Education, 9(6), 136–150. https://doi.org/10.5430/ijhe.v9n6p136
Rosita, T., Suherman, M. M., & Nurhaqy, A. A. (2022). Keterampilan kolaborasi guru sekolah dasar untuk keberhasilan pendidikan inklusif. Warta Pengabdian, 16(2), 75. https://doi.org/10.19184/wrtp.v16i2.23395
Santos, G. D., Sardinha, S., & Reis, S. (2016). Relationships in inclusive classrooms. Journal of Research in Special Educational Needs, 16, 950–954. https://doi.org/10.1111/1471-3802.12238
Souto-Manning, M., Rabadi-Raol, A., Robinson, D., & Perez, A. (2019). What stories do my classroom and its materials tell? Preparing early childhood teachers to engage in equitable and inclusive teaching. Young Exceptional Children, 22(2), 62–73. https://doi.org/10.1177/1096250618811619
Srivastava, M., De Boer, A., & Pijl, S. J. (2015). Inclusive education in developing countries: A closer look at its implementation in the last 10 years. Educational Review, 67(2), 179–195. https://doi.org/10.1080/00131911.2013.847061
Symeonidou, S., & Phtiaka, H. (2009). Using teachers' prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25(4), 543–550. https://doi.org/10.1016/j.tate.2009.02.001
Terpstra, J. E., & Tamura, R. (2008). Effective social interaction strategies for inclusive settings. Early Childhood Education Journal, 35(5), 405–411. https://doi.org/10.1007/s10643-007-0225-0
Vitelli, E. M. (2015). Universal design for learning: Are we teaching it to preservice general education teachers? Journal of Special Education Technology, 30(3), 166–178. https://doi.org/10.1177/016264341561893
Waitoller, F. R., & Artiles, A. J. (2013). A decade of professional development research for inclusive education: A critical review and notes for a research program. Review of Educational Research, 83(3), 319–356. https://doi.org/10.3102/0034654313483905
Zweers, I., de Schoot, R. A. V., Tick, N. T., Depaoli, S., Clifton, J. P., de Castro, B. O., & Bijstra, J. O. (2021). Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education. International Journal of Behavioral Development, 45(1), 59–68. https://doi.org/10.1177/0165025420915527
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Efrilia Karyawati, Hermanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
