Research Article
The Urgency of Inclusive Classroom Design to Support Holistic & Integrative Learning of Early Childhood Children in Ruteng Catholic Kindergartens
@INPROCEEDINGS{10.4108/eai.11-12-2025.2363093, author={Ignasius Febryanto Bora and Angela Merici and Elisabeth Sarinastitin and Maria Dissriany Vista Banggur}, title={The Urgency of Inclusive Classroom Design to Support Holistic \& Integrative Learning of Early Childhood Children in Ruteng Catholic Kindergartens}, proceedings={Proceedings of the 5th International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2025, 11-12 December 2025, Ruteng, East Nusa Tenggara, Indonesia}, publisher={EAI}, proceedings_a={ICEHHA}, year={2026}, month={5}, keywords={spatial design; inclusive classroom; holistic and integrative learning; early childhood children}, doi={10.4108/eai.11-12-2025.2363093} }- Ignasius Febryanto Bora
Angela Merici
Elisabeth Sarinastitin
Maria Dissriany Vista Banggur
Year: 2026
The Urgency of Inclusive Classroom Design to Support Holistic & Integrative Learning of Early Childhood Children in Ruteng Catholic Kindergartens
ICEHHA
EAI
DOI: 10.4108/eai.11-12-2025.2363093
Abstract
Inclusive education in Early Childhood Education (ECE) fosters an equal and supportive environment for children with special needs. This study examines the importance of inclusive classroom design in supporting holistic learning, using three Catholic Kindergartens in Ruteng as case studies. Employing qualitative descriptive methods through observation, documentation, and literature review, the findings reveal that these institutions have implemented inclusive principles, including physical accessibility, safety, sensory comfort, and spatial flexibility. The designs also align with Catholic values and support teacher effectiveness. However, the study identified several obstacles and elementary deficiencies in current classroom developments. Ultimately, adaptive and sensitive classroom design is a critical component for the success of inclusive education and the achievement of Holistic-Integrative goals in kindergartens.
