Supporting Children with Speech, Language, and Communication Needs in Indonesian Kindergarten Classrooms

This article provides a perspective on how children with speech, language, and communication needs (SLCN) in Indonesia are identified supported the classrooms. A narrative review of extant peer-reviewed articles was adopted as research method. Informed by SANRA (Scale for Assessment Narrative Review Articles) protocol, 6 databases were searched, 214 published between 2011 - 2022 identified, 2018 selected analysis. The findings show that identification SLCN relied general teacher observations instead formal measurements. Children mostly teachers through strategies such modelling correct speech sounds, singing storytelling. Researchers described using terms ‘speech’ ‘language’ without differentiation. There remains scarcity about Indonesia. aims to provide recommendations future