Optimizing Communication Learning for Children with Intellectual Disabilities: Paud Educator Competence and Policy Analysis

Abstract

Communication learning is crucial for developing children with intellectual disabilities, especially within the PAUD (Early Childhood Education) setting. However, the effectiveness of communication strategies heavily depends on the competence of educators and the implementation of appropriate accommodation policies. This study aims to analyze the competencies of PAUD educators in optimizing communication learning for children with intellectual disabilities and to assess the effectiveness of current accommodation policies. Using a mixed-methods approach, data were collected through surveys, interviews, and observations involving PAUD educators, children with intellectual disabilities, and policymakers. The findings reveal significant gaps in educator competence, particularly in applying specialized communication techniques.Furthermore, the study identifies inconsistencies in implementing accommodation policies, highlighting the need for more targeted training and policy adjustments. These results underscore the importance of enhancing educator competencies and refining policies to better support the communication development of children with intellectual disabilities in PAUD settings. The study offers practical recommendations for educators, policymakers, and stakeholders to improve communication learning outcomes for this vulnerable population.