Evaluation of Learning for Students with Special Needs in Inclusive Classes at Pembina Kindergarten

Abstract

This study aims to analyze the literature related to learning evaluation for children with special needs (ABK) in inclusive classrooms at the kindergarten (TK) level. Using a Systematic Literature Review (SLR) approach, this study identifies various challenges faced in the implementation of inclusive education, particularly related to holistic and adaptive learning evaluation for ABK. The analysis results indicate that the main challenges in evaluating ABK learning include limitations in the quality of teacher training, lack of supporting facilities and infrastructure, and the inconsistency of the curriculum with the individual needs of ABK. In addition, evaluation based on the individual needs of ABK has not been optimally implemented. This study suggests the need for a more comprehensive and adaptive evaluation model that involves cognitive, affective, and psychomotor aspects. This research is expected to contribute to the development of more effective and evidence-based inclusive education policies to improve the quality of learning for ABK in inclusive kindergarten classes.