Beyond Attendance: A Cross-Case Analysis of Learning Adaptations and Participation of Children with Special Needs in Three Preschools in Southeast Sulawesi, Indonesia

Abstrak

This study examined learning adaptations, children’s responses and participation, and institutional supports and barriers in three preschools in Southeast Sulawesi, Indonesia. A qualitative descriptive, retrospective cross-case design reanalyzed interview, observation, and documentary evidence in three completed undergraduate theses and their appendices. The source studies involved two teachers and three children at TK Negeri 3 Kendari; the principal, three teachers, and six children at TK IT Wahdah Islamiyah Pomalaa; and the principal, two teachers, and one child at PAUD Ummusshabri Kendari. Within-case thematic analysis preceded cross-case comparison. Three themes emerged: adaptations according to support needs; variations in material engagement and peer participation; and institutional supports and barriers. Teachers adjusted materials, communication, instructions, and task demands, while access to training, facilities, and specialist support varied. One child in Pomalaa used materials independently without documented peer cooperation. The findings distinguish material engagement from social participation and frame adaptation as adjustment among children’s needs, teacher assistance, and institutional capacity. Attention and independent material use therefore require separate assessment from peer interaction.

Kata kunci

• early childhood education
• inclusive education
• learning adaptations
• social participation