Development of a Multidisciplinary Collaboration Model for Inclusive Education Implementation in Kindergarten Settings
DOI:
https://doi.org/10.56916/jirpe.v4i4.2141Keywords:
multidisciplinary collaboration, inclusive education, special needs children, kindergarten, teacher competencyAbstract
Effective inclusive education for children with special needs requires systematic collaboration among multiple stakeholders. This study developed and validated a multidisciplinary collaboration model to enhance inclusive education implementation in kindergarten settings through structured coordination between teachers, therapists, and parents. This Research and Development study employed the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) conducted at TK Masyitoh, East Kutai Regency, in February 2025. Three kindergarten teachers participated as end-users. Data collection utilized observation, interviews, and questionnaires. Validation involved material experts, media experts, and instrument validators. Model effectiveness was assessed using normalized gain (N-Gain) analysis comparing pre-implementation and post-implementation teacher performance scores. Expert validation demonstrated high feasibility with material expert scores of 94.4% and media expert scores of 86.6%, both categorized as "highly feasible." Effectiveness assessment revealed significant improvements in teacher competencies, achieving an average N-Gain of 0.89, indicating high-level effectiveness. All participating teachers demonstrated substantial performance improvements following model implementation. The validated model addresses critical gaps in inclusive education implementation by providing systematic guidance for multidisciplinary coordination. Results align with established collaboration theories and support international research emphasizing stakeholder integration in inclusive education. The model's effectiveness demonstrates potential for enhancing teacher preparedness and inclusive education quality in early childhood settings.
References
Adeani, I., Husna, A., & Hijriati, H. (2025). Implementasi Pendidikan Inklusif Bagi Anak Autisme. Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini, 5(1), 24-30. https://doi.org/10.53398/arraihanah.v5i1.621
Al-Natour, M., Amr, M., Al-Zboon, E., & Alkhamra, H. (2015). Examining collaboration and constrains on collaboration between special and general education teachers in mainstream schools in Jordan. International Journal of Special Education, 30(1), 64–77. https://files.eric.ed.gov/fulltext/EJ1094801.pdf
Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27, 42–59. https://eric.ed.gov/?id=EJ979712
Anthony, J. (2011). Conceptualising disability in Ghana: Implications for EFA and inclusive education. International Journal of Inclusive Education, 15(10), 1073–1086. https://doi.org/10.1080/13603116.2011.555062
Arsyad, A. (2014). Media pembelajaran. Rajawali Pers.
Artiles, A. J., Kozleski, E. B., Dorn, S., & Christensen, C. (2006). Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda. Review of Research in Education, 30, 65–108. https://doi.org/10.3102/0091732X030001065
Bhatnagar, N. (2013). Nearly two decades after the implementation of Persons with Disabilities Act: Concerns of Indian teachers to implement inclusive education. International Journal of Special Education, 28(2), 104–113. https://files.eric.ed.gov/fulltext/EJ1023312.pdf
Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools (3rd ed.). Centre for Studies on Inclusive Education.
Cheuk, J., & Hatch, J. A. (2007). Teachers' perceptions of integrated kindergarten programs in Hong Kong. Early Child Development and Care, 177(4), 417–432. https://doi.org/10.1080/03004430600563430
Cook, B. G., Tankersley, M., & Landrum, T. J. (2010). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 45(5), 310-315. https://doi.org/10.1177/1053451208321452
de Beco, G. (2014). The right to inclusive education according to Article 24 of the UN Convention on the Rights of Persons with Disabilities: Background, requirements and (remaining) questions. Netherlands Quarterly of Human Rights, 32(3), 263–287. https://doi.org/10.1177/016934411403200304
Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286-294. https://doi.org/10.1080/08856257.2014.933551
Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service perceptions teachers' perception about inclusion. Exceptionality Education International, 21, 50–65. https://ir.lib.uwo.ca/eei/vol21/iss3/5
Francis, G. L., Blue-Banning, M., Turnbull, A. P., Haines, S. J., & Gross, J. M. S. (2016). Building 'our school:' Parental perspectives for building trusting family-professional partnerships. Preventing School Failure: Alternative Education for Children and Youth, 60(4), 329–336. https://doi.org/10.1080/1045988X.2016.1164115
Friend, M., & Cook, L. (2010). Interactions: Collaboration skills for school professionals (6th ed.). Pearson.
Gafur, A., & Salsabila, K. A. (2022). Strategi Pembelajaran Inklusif Untuk Anak Berkebutuhan Khusus Di Taman Kanak-Kanak Magetan. Eduscotech, 3(1). https://journal.udn.ac.id/index.php/eduscotech/article/view/310
Garcia-Cedillo, I., & Romero-Contreras, S. (2012). Evaluación del proceso de integración educativa en México [Evaluation of the process of educational integration in Mexico]. Reseñas de Investigacion en Educacion Basica. Convocatoria 2006, Num. 15. SEP. http://basica.sep.gob.mx/dgdgie/cva/sitio/pdf/fomInv/rese/2006/r615.pdf
García-Cedillo, I., Romero-Contreras, S., & Fletcher, T. V. (2014). Special education today in Mexico. In A. F. Rotatori, J. P. Bakken, S. Burkhardt, F. E. Obiakor, & U. Sharma (Eds.), Advances in special education (Vol. 28, pp. 61–89). Emerald Group Publishing Limited. https://doi.org/10.1108/S0270-401320140000028009
García-Cedillo, I., Romero-Contreras, S., & Ramos-Abadie, L. (2015). Where do Mexico and Chile stand on inclusive education? International Journal of Special Education, 30, 145–156. https://files.eric.ed.gov/fulltext/EJ1094874.pdf
Hartati, S. (2017). Pelayanan Anak berkebutuhan Khusus di Taman Kanak-Kanak Inklusi Tiji Salsabila Kota Padang. PEDAGOGI: Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 3(3b). https://doi.org/10.30651/pedagogi.v3i3b.1074
Hasan, L. M. U., Nurharini, F., & Hasan, I. N. H. (2024). Kolaborasi antara Guru Bahasa Arab, Orang Tua dan Terapis dalam Mendukung Pembelajaran Bahasa Arab Anak Berkebutuhan Khusus di Sekolah Inklusi. Journal of Practice Learning and Educational Development, 4(1), 44-54. https://doi.org/10.58737/jpled.v4i1.260
Hija, Q. M., & Harsiwi, N. E. (2024). Kolaborasi antar guru dalam mendukung proses pembelajaran siswa berkebutuhan khusus ADHD. Abuya: Jurnal Pendidikan Dasar, 2(2), 1-16. https://doi.org/10.52185/abuyaVol2iss2Y2024438
Lai, Y. C., & Gill, J. (2014). Multiple perspectives on integrated education for children with disabilities in the context of early childhood centres in Hong Kong. Educational Review, 66(3), 345–361. https://doi.org/10.1080/00131911.2013.780007
Lai, Y. S. S., & Zhang, K. C. (2014). A comparison on inclusive practices for children with special needs in faith-based kindergartens in Hong Kong. Journal of Religion and Health, 53(3), 809–824. https://doi.org/10.1007/s10943-013-9676-3
Lee, F. L. M., Yeung, A. S., Tracey, D., & Barker, K. (2015). Inclusion of children with special needs in early childhood education: What teacher characteristics matter. Topics in Early Childhood Special Education, 35(2), 79–88. https://doi.org/10.1177/0271121414566014
Lockwood, A. B., Ledford, J. R., & Harbin, E. R. (2020). Systematic review of the evidence base for preschool inclusion. Topics in Early Childhood Special Education, 40(1), 52-66.
Messiou, K. (2019). Collaborative action research: Facilitating inclusion in schools. Educational Action Research, 27(2), 197-209. https://doi.org/10.1080/09650792.2018.1436081
Ningsih, A., Suriansyah, A., Harsono, A. M. B., & Annisa, M. (2024). Kolaborasi Guru Kelas Dan Guru Pendamping Dalam Meningkatkan Kualitas Pembelajaran Inklusif. Joyful Learning Journal, 13(4), 101-109. https://journal.unnes.ac.id/journals/jlj/article/view/18071
Nuraidah, N., Rusmayadi, R., Musi, M. A., & Halik, A. (2025). Implementasi Pendidikan Inklusif Bagi Anak Usia Dini. Jurnal Ilmiah Penelitian Mahasiswa, 3(2), 42-55. https://doi.org/10.61722/jipm.v3i2.772
Nutbrown, C., Clough, P., & Atherton, F. (2013). Inclusion in the early years (2nd ed.). SAGE.
Poon, T. Y. (2013). Hong Kong kindergarten teachers' beliefs and practices regarding early childhood inclusive education [Unpublished doctoral dissertation]. The University of Hong Kong. http://hub.hku.hk/bitstream/10722/188314/1/FullText.pdf
Rohmah, N. L., Adawiah, S., & Widayanti, S. (2023). Implementasi Layanan Pendidikan Inklusif Untuk Anak Berkebutuhan Adhd Di Paud Terpadu Fly Free. Edu Happiness: Jurnal Ilmiah Perkembangan Anak Usia Dini, 2(2), 197-205. https://doi.org/10.62515/eduhappiness.v2i2.142
Sidabutar, D., Manik, S. M., & Turnip, H. (2023). Kolaborasi orang tua dan guru dalam meningkatkan kemampuan anak Tunagrahita. Jurnal Pendidikan Sosial Dan Humaniora, 2(4), 12505-12510. https://publisherqu.com/index.php/pediaqu/article/view/670
Stoiber, K. C., Gettinger, M., & Goetz, D. (1998). Exploring factors influencing parents' and early childhood practitioners' beliefs about inclusion. Early Childhood Research Quarterly, 13(1), 107–124. https://doi.org/10.1016/S0885-2006(99)80028-3
Tekinarslan, İ. Ç., Sivrikaya, T., Keskin, N. K., Özlü, Ö., & Rasmussen, M. U. (2017). Developing the scale for determining the needs of parents of students in inclusive education. Kaynaştırma Eğitimi Alan Öğrencilerin Ailelerinin Gereksinimlerini Belirleme Ölçeğinin Geliştirilmesi, 9, 1008–1024. https://doi.org/10.15345/iojes.2017.04.009
Trilenshi, L., Rilla, W. G., Ashrof, M. R., Nurhaliza, S., Hidayat, R., & Martaliza, Y. (2025). Kolaborasi Orang Tua dan Guru dalam Mendukung Pendidikan ABK. JIWA: Jurnal Inovasi Wawasan Akademik, 1(1), 31-36. https://naluriedukasi.com/index.php/jiwa/article/view/280
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
Zhang, K. C. (2011). Early childhood education and special education: How well do they mix? An examination of inclusive practices in early childhood educational settings in Hong Kong. International Journal of Inclusive Education, 15(6), 683–697. https://doi.org/10.1080/13603110903317676
Zhang, K. C. (2013). Which agenda? Inclusion movement and its impact on early childhood education in Hong Kong. Australasian Journal of Early Childhood, 38(2), 111–121. https://doi.org/10.1177/183693911303800214
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Siti Rowiyah, Hermanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
