West Bandung, 24 September 2026– SEAMEO CECCEP contributed to strengthening early childhood education capacity through an inclusive education training program organized by the Indonesian Kindergarten Teachers Association (IGTKI) of West Bandung Regency. The training was attended by 519 kindergarten teachers from across West Bandung Regency and aimed to enhance teachers’ understanding and skills in creating inclusive learning environments that accommodated the diverse needs of all children.
The Vice Director for Administration of SEAMEO CECCEP, Suhendri, S.S., M.Ed. (Gift.), Ph.D., served as the main speaker during the training and delivered a presentation entitled “Strategies for Implementing Inclusive Education to Support Quality Education for All.” In his session, Suhendri discussed the conceptual foundations, policies, and practical strategies for implementing inclusive education in Early Childhood Care and Education (ECCE) settings.
The training was attended by representatives from the West Bandung Regency Education Office, including the Secretary, Heads of Divisions, and Heads of Sections, as well as the Chairperson and board members of the Indonesian Teachers Association (PGRI) of West Bandung Regency. The participation of various stakeholders reflected the importance of cross-sector collaboration in supporting education services that recognized and accommodated children’s diverse learning needs.
During his presentation, Suhendri explained that inclusive education was part of efforts to ensure every child’s right to quality education. He highlighted several foundations supporting inclusive education, including Sustainable Development Goal (SDG) 4 on Quality Education, the Salamanca Declaration (1994), and national policies such as Law No. 20 of 2003 on the National Education System and regulations related to the implementation of inclusive education.
He also emphasized the importance of strengthening teachers’ competencies in responding to diverse learner characteristics and needs in the classroom. Improving teachers’ capacity was considered an essential step in developing learning environments that were more responsive, equitable, and supportive for every child, including children with disabilities and other learning needs.
The training also included practical activities through case study simulations on supporting children with special needs in inclusive classroom settings. Through these activities, teachers explored approaches to identifying children’s needs and developing more adaptive learning strategies.
A follow-up session entitled “Understanding Yourself and Children’s Personality” provided teachers with opportunities to explore personality mapping approaches, including the Personality Plus approach, as a tool to better understand children’s unique characteristics. This understanding was expected to support teachers in building more positive interactions and meaningful learning experiences in kindergarten settings.
Through its participation in this activity, SEAMEO CECCEP continued to support the professional development of ECCE educators and promote the implementation of inclusive, quality, and child-centered early childhood education that upheld every child’s right to learn and participate.
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