A Initial Assessment of Children with Special Needs in Early Childhood Education: A Literature Review and Strategic Recommendations
DOI:
https://doi.org/10.20961/imscs.v3i1.1133Keywords:
Initial Assessment, Children with Special Needs, Early Childhood Education, Literature ReviewAbstract
Abstract: Early Childhood Education (PAUD) is a crucial stage, making initial assessments for Children with Special Needs (ABK) the primary foundation for determining tailored educational services and interventions. This study aims to conduct a systematic literature review of indexed studies published between 2020 and 2025 to identify practices, analyze challenges, and formulate strategic recommendations for implementing initial assessments for ABK in PAUD. The method used is a Systematic Literature Review, with data collected from indexed journal databases (Scopus, WoS, SINTA) using specific inclusion criteria. The collected data were analyzed qualitatively using a thematic synthesis approach, grouped into four main focuses: assessment concepts, effective practices, implementation barriers, and intervention needs. The review results indicate that initial assessments serve a crucial role as a starting point (baseline) for the preparation of Individual Education Plans (IEP). The most effective model is play-based assessment (play-based assessment) and functional assessment, which requires strong collaboration between teachers, therapists, and parents. However, implementation faces significant challenges, particularly the limited technical competency of teachers in observation and data analysis, as well as systemic barriers such as the lack of adaptive instruments and professional staff support. Based on these findings, detailed Strategic Recommendations are formulated: (1) For Teachers, Skills-Based Training is needed (Skill-Based Training) which focuses on observation and functional analysis; (2) For Educational Institutions and Services, it is emphasized the need for the Procurement of Adaptive Assessment Instruments and the allocation of time and supporting staff; (3) For Further Research, it is recommended to conduct empirical studies to test the effectiveness of specific assessment models and develop integrated teacher training models.
Keywords: Initial Assessment, Children with Special Needs, Early Childhood Education, Literature Review
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