Universal Design for Learning in Inclusive Kindergarten Education Across Urban, Suburban, and Remote Contexts in Indonesia

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Discussion

Qualitative multi-site case study reveals resource disparities and varied institutional support in UDL implementation in kindergartens.

Effective UDL implementation in kindergartens depends on both positive educator attitudes and adequate resources across contexts.
Significant resource disparities were noted, with urban schools having better access to specialized support compared to suburban and remote areas.
Analysis followed Edward III's policy implementation framework, focusing on communication, resources, disposition, and bureaucratic structure.
While positive educator attitudes exist, gaps between intention and capacity highlight challenges in achieving true educational inclusion.

Saikhu et al. (2025) studied this question.

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