Analisis Penerapan Adaptasi Kurikulum bagi Anak Berkebutuhan Khusus di Taman Kanak-Kanak Inklusif

Abstract

Inclusive early childhood education supports children with diverse developmental needs to participate in play, routines, communication, and learning. This article reviews curriculum adaptation for children with special educational needs in inclusive early childhood settings. A structured literature review with narrative synthesis considered accommodation, modification, individualized planning, Universal Design for Learning, differentiated play, developmental assessment, family partnership, and institutional support. Adaptations may include accessible materials, visual schedules, simplified instructions, sensory supports, flexible participation, alternative responses, extra time, and individualized goals based on assessment. Implementation requires collaboration among early childhood teachers, special education teachers, families, and school leaders, plus regular observation of children’s participation and progress. Barriers include limited teacher preparation, time, accessible resources, and clear procedures. A five-stage cycle of assessment, planning, implementation, monitoring, and revision is proposed. Because search logs and screening counts were not fully documented, this is a structured narrative synthesis, not a fully reproducible systematic review.

PAUD inklusif mendukung partisipasi anak dengan kebutuhan perkembangan beragam dalam bermain, rutinitas, komunikasi, dan belajar. Artikel ini menelaah adaptasi kurikulum bagi anak berkebutuhan khusus melalui kajian literatur terstruktur dengan sintesis naratif. Pembahasan mencakup akomodasi, modifikasi, perencanaan individual, Universal Design for Learning, bermain berdiferensiasi, asesmen perkembangan, kemitraan keluarga, dan dukungan lembaga. Adaptasi dapat berupa media aksesibel, jadwal visual, instruksi sederhana, dukungan sensori, pilihan partisipasi, cara merespons yang beragam, tambahan waktu, dan tujuan individual berdasarkan asesmen. Pelaksanaan memerlukan kolaborasi guru PAUD, guru pendidikan khusus, keluarga, dan pimpinan lembaga serta pemantauan berkala. Hambatan meliputi keterbatasan pelatihan, waktu, sumber belajar, dan prosedur yang jelas. Artikel mengusulkan siklus asesmen, perencanaan, pelaksanaan, pemantauan, dan revisi. Karena log pencarian dan jumlah seleksi tidak terdokumentasi lengkap, kajian ini merupakan sintesis naratif terstruktur, bukan tinjauan sistematis yang sepenuhnya dapat direplikasi.