Capacity Building for Inclusive Schools: Empowering Teachers and Parents in Child-Friendly Education

Hasbiyallah Hasbiyallah; Karman Karman; Heri Khoiruddin; Mahlil Nurul Ihsan

doi:10.61987/communautaire.v5i1.2117

Authors

Hasbiyallah Hasbiyallah Universitas Islam Negeri Sunan Gunung Djati Bandung
Karman Karman Universitas Islam Negeri Sunan Gunung Djati Bandung
Heri Khoiruddin Universitas Islam Negeri Sunan Gunung Djati Bandung
Mahlil Nurul Ihsan Sekolah Tinggi Agama Islam Sabili Bandung

DOI:

https://doi.org/10.61987/communautaire.v5i1.2117

Keywords:

Inclusive Education, Community Empowerment, Early Childhood Education

Abstract

This study aims to analyze the effectiveness of community empowerment initiatives in strengthening inclusive, child-friendly, and disability-responsive early childhood education environments. The research focuses on how structured teacher and parent training can improve pedagogical competence, increase awareness of children with diverse learning needs, and strengthen collaboration between school and home. A mixed-methods approach was used, combining quantitative assessments of participants' knowledge and attitudes with qualitative data from observations, reflections, and stakeholder feedback. The results indicate that targeted empowerment programs contributed to positive changes in teachers' ability to adapt learning strategies, parents' understanding of inclusive support at home, and the development of a more collaborative school culture. Participants showed improved awareness that inclusion is not limited to physical access but also requires emotional, instructional, and social support. This study implies that sustainable inclusive education requires continuous training, active parental participation, and institutional commitment to create responsive learning ecosystems where every child can participate meaningfully.

References

Ackah-Jnr, F. R. (2026). Enabling inclusive education: The leadership ecosystem in an early childhood-school-community context. International Journal of Leadership in Education, 29(2), 275–293. https://doi.org/10.1080/13603124.2022.2108508

Anaby, D. R., Campbell, W. N., Missiuna, C., Shaw, S. R., Bennett, S., Khan, S., Tremblay, S., Kalubi-Lukusa, J., Camden, C., & Gold, (Group for Occupational Therapy and Disability Services). (2019). Recommended practices to organize and deliver school-based services for children with disabilities: A scoping review. Child: Care, Health and Development, 45(1), 15–27. https://doi.org/10.1111/cch.12621

Arnaiz-Sánchez, P., De Haro-Rodríguez, R., Caballero, C. M., & Martínez-Abellán, R. (2023). Barriers to educational inclusion in initial teacher training. Societies, 13(2), 31. https://doi.org/10.3390/soc13020031

Bani Odeh, K., & Lach, L. M. (2024). Barriers to, and facilitators of, education for children with disabilities worldwide: A descriptive review. Frontiers in Public Health, 11, 1294849. https://doi.org/10.3389/fpubh.2023.1294849

Bartolo, P. A., Kyriazopoulou, M., Björck-Åkesson, E., & Giné, C. (2021). An adapted ecosystem model for inclusive early childhood education: A qualitative cross-European study. International Journal of School & Educational Psychology, 9(1), 3–15. https://doi.org/10.1080/21683603.2019.1637311

Blewitt, C., O'Connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K., & Skouteris, H. (2021). “It’s embedded in what we do for every child”: A qualitative exploration of early childhood educators’ perspectives on supporting children’s social and emotional learning. International Journal of Environmental Research and Public Health, 18(4), 1530. https://doi.org/10.3390/ijerph18041530

Cheng, A. W. Y., & Lai, C. Y. Y. (2023). Parental stress in families of children with special educational needs: A systematic review. Frontiers in Psychiatry, 14, 1198302. https://doi.org/10.3389/fpsyt.2023.1198302

Emam, M., Mahdy, M., & Hendawy, Y. F. (2026). Exploring the role of school climate and self-efficacy in fostering teacher commitment within inclusive education settings. Psychology in the Schools, 63(2), 301–313. https://doi.org/10.1002/pits.70091

Garrote, A., Felder, F., Krähenmann, H., Schnepel, S., Sermier Dessemontet, R., & Moser Opitz, E. (2020). Social acceptance in inclusive classrooms: The role of teacher attitudes toward inclusion and classroom management. Frontiers in Education, 5, 582873. https://doi.org/10.3389/feduc.2020.582873

Greenway, C. W., & Eaton, T. K. (2020). Parent experiences of home-schooling children with special educational needs or disabilities during the coronavirus pandemic. British Journal of Special Education, 47(4), 510–535. https://doi.org/10.1111/1467-8578.12341

Holidi, M. (2025). CBT exam implementation guidance for students in facing digital-based assessments. Communautaire: Journal of Community Service, 4(3), 297–312. https://doi.org/10.61987/communautaire.v4i3.820

Jansson, M., Herbert, E., Zalar, A., & Johansson, M. (2022). Child-friendly environments—What, how and by whom? Sustainability, 14(8), 4852. https://doi.org/10.3390/su14084852

Keizer, R., van Steensel, R., Jongerling, J., Stam, T., Godor, B. P., & Lucassen, N. (2024). Collaborative learning intervention associated with small increases in home-based school involvement for lower SES families in deprived neighbourhoods. Educational Studies, 50(6), 1163–1183. https://doi.org/10.1080/03055698.2022.2058320

Khair, H. (2025). Collaboration between parents and teachers in building a learning ecosystem in the digital era. Indonesian Journal of Education and Social Studies, 4(1), 70–84. https://doi.org/10.33650/ijess.v1i2.3548

Kumar, B., & Singh, C. K. (2026). An investigation of parental involvement influencing academic success and emotional development. International Journal of Research & Technology, 14(1), 126–135.

Leal Filho, W., Sigahi, T. F. A. C., Anholon, R., Rebelatto, B. G., Schmidt-Ross, I., Hensel-Börner, S., Franco, D., Treacy, T., & Brandli, L. L. (2025). Promoting sustainable development via stakeholder engagement in higher education. Environmental Sciences Europe, 37(1), 64. https://doi.org/10.1186/s12302-025-01101-0

Leifler, E. (2020). Teachers’ capacity to create inclusive learning environments. International Journal for Lesson & Learning Studies, 9(3), 221–244. https://doi.org/10.1108/IJLLS-01-2020-0003

Lowell, V. L., & Moore, R. L. (2020). Developing practical knowledge and skills of online instructional design students through authentic learning and real-world activities. TechTrends, 64(4), 581–590. https://doi.org/10.1007/s11528-020-00518-z

Manshur, U. (2026). Madrasah vision management strategy in realizing superior educational quality. EDUCARE: Jurnal Ilmu Pendidikan, 5(1), 1–15. https://doi.org/10.71392/ejip.v5i1.122

Marin, E., Briede, L., Kravale-Pauliņa, M., & Presņakova, I. (2025). Embracing diversity through inclusive pedagogy: A comparative study of university faculty attitudes, competencies, and perceived challenges in Romania and Latvia. Frontiers in Education, 10, 1682404. https://doi.org/10.3389/feduc.2025.1682404

McWayne, C. M., Melzi, G., & Mistry, J. (2022). A home-to-school approach for promoting culturally inclusive family-school partnership research and practice. Educational Psychologist, 57(4), 238–251. https://doi.org/10.1080/00461520.2022.2070752

Nalikan, M., & Rozikin, M. (2025). Community empowerment in rural areas based on social capital in Lamongan Regency: A holistic and collaborative approach. Journal of Ecohumanism, 4(1), 3811–3820. https://doi.org/10.62754/joe.v4i1.6216

Nelis, P., Pedaste, M., & Šuman, C. (2023). Applicability of the model of inclusive education in early childhood education: A case study. Frontiers in Psychology, 14, 1120735. https://doi.org/10.3389/fpsyg.2023.1120735

Nurfajriani, W. V., Ilhami, M. W., Mahendra, A., Afgani, M. W., & Sirodj, R. A. (2024). Triangulasi data dalam analisis data kualitatif. Jurnal Ilmiah Wahana Pendidikan, 10(17), 826–833.

Radinger-Peer, V., Pflitsch, G., Kanning, H., & Schiller, D. (2021). Establishing the regional sustainable developmental role of universities from the multilevel-perspective (MLP) and beyond. Sustainability, 13(13), 6987. https://doi.org/10.3390/su13136987

Rafiyya, A., Kraiwanit, T., Limna, P., Sonsuphap, R., Kasrisom, A., & Snongtaweeporn, T. (2024). Early childhood social-emotional development: An impact on a developing country. International Journal of Evaluation and Research in Education, 13(5), 3081–3089. https://doi.org/10.11591/ijere.v13i5.29462

Ramadhani, H., & Amanina, N. (2026). Child-friendly school management. Journal La Edusci, 7(3), 784–796. https://doi.org/10.37899/journallaedusci.v7i3.3009

Riera, F., Estrada, D., Guerrero, S. E., Pacheco, E., Guevara, S., & Arreaga, R. (2023). Enhancing teacher preparation: A case study on the impact of integrating real-world teaching experience in English higher education programs. Journal of Curriculum and Teaching, 12(6), 197. https://doi.org/10.5430/jct.v12n6p197

Saputra, D. A., Andriyani, N., & Nurlaili, A. (2025). Strengthening social capital for sustainable community development. Empowering Communities Research Hub, 1(1), 1–10.

Sarker, A., & Unzum, T. (2023). Addressing barriers to inclusion: Challenges and recommendations for inclusive primary education in Bangladesh. Journal of Education Review Provision, 3(2), 87–98. https://doi.org/10.55885/jerp.v3i2.294

Shoha, S. I. (2026). Curriculum renewal management in elementary schools: A case study of the implementation of the independent curriculum in schools. Journal of Education Management and Policy, 2(1), 6171.

Smith, T. E. (2019). The impact of training on teachers’ family-school engagement practices, attitudes, and knowledge: Exploring conditions of efficacy. The School Psychologist, 73(1), 21–32.

Smith, T. E., & Sheridan, S. M. (2019). The effects of teacher training on teachers’ family-engagement practices, attitudes, and knowledge: A meta-analysis. Journal of Educational and Psychological Consultation, 29(2), 128–157. https://doi.org/10.1080/10474412.2018.1460725

Takona, J. P. (2024). Research design: Qualitative, quantitative, and mixed methods approaches. Quality & Quantity, 58(1), 1011–1013. https://doi.org/10.1007/s11135-023-01798-2

Wutich, A., Beresford, M., & Bernard, H. R. (2024). Sample sizes for 10 types of qualitative data analysis: An integrative review, empirical guidance, and next steps. International Journal of Qualitative Methods, 23, 16094069241296206. https://doi.org/10.1177/16094069241296206

Yoon, A., & Copeland, A. (2020). Toward community-inclusive data ecosystems: Challenges and opportunities of open data for community-based organizations. Journal of the Association for Information Science and Technology, 71(12), 1439–1454. https://doi.org/10.1002/asi.24346

Zhou, Y., Zhou, Y., & Machtmes, K. (2024). Mixed methods integration strategies used in education: A systematic review. Methodological Innovations, 17(1), 41–49. https://doi.org/10.1177/20597991231217937