Currently, the number of Children with Special Needs (ABK) continues to increase every year, making the role of teachers increasingly vital in providing inclusive education services in schools. This increase in the number of ABK requires teachers to have adequate competencies to provide education tailored to the needs of each child. In this context, inclusive education is crucial, as it provides opportunities for all children, including those with special needs, to learn together in the same environment. This study aims to analyze the role of teachers in the context of inclusive education in Early Childhood Education (PAUD). The method used in this study is qualitative with a narrative approach, conducted in several PAUD institutions in Malang. The results show that teachers have a very important role in inclusive education in PAUD. The role of teachers in question covers several aspects, including the ability to recognize Children with Special Needs (ABK), conduct initial assessments of student needs, and understand how to implement appropriate learning for ABK. In addition, teachers are also expected to be able to use assistive devices to provide simple stimulation to ABK and know how to involve parents in handling ABK. The importance of the teacher's role in inclusive education lies not only in academic abilities, but also in social and emotional skills in creating a supportive learning environment. This research provides valuable insights for the development of training programs for teachers to improve their skills in inclusive education, which is expected to have a positive impact on the quality of education in early childhood education (PAUD). With appropriate training, teachers can be better prepared to face the challenges of teaching children with special needs and ensure that every child receives a quality education tailored to their needs. This research is expected to encourage educational institutions to pay more attention to training and professional development for teachers, so they can contribute optimally to creating inclusive and quality education.

Computer games have emerged in the past decade as potential media beyond entertainment. Despite its popularity, game accessibility remains a major concern of various researchers. Children population with motor disabilities is a potential target for developing entertainment or therapeutic support games due to their interest to play. This paper presents: (1) a framework for mobile games for children with motor disability using simple hand postures and (2) xgboost decision tree as a hand posture recognizer (98.48 percent training accuracy and 96.76 percent testing accuracy) as a prototype of hand posture-based commands as assistive technology to interact with games.

This service is an initiative taken by the volunteers to educate the community, particularly the youth of Karang Taruna in the village of Mekar Buana in Karawang. The objective is to create awareness among the youth of Karang Taruna about religious diversity. The lectures and interviews are the primary methods of implementation. The activity was conducted successfully, and the results and discussions showed that the youth of the organization now have a better understanding of religious moderation. In conclusion, this service has helped to enlighten the youth about religious life, particularly the importance of religious moderation.

A community service project aims to improve the English skills of Karang Taruna members in Mekar Buana, Tegal Waru, and Karawang as part of this community service project. A skill improvement program focuses on improving the ability to speak English with a strong emphasis on the concept of direction in the context of spoken English. The training is based on discussion and practice in which the methods used are discussion and practice. So that in the end, this service can be seen as having a goal, that is, when the skills of cadet reef members, which tend to be dominated by these young people, can be enhanced with time, they can become a liaison between Mekarbuana villagers and foreign tourists who come to the village in the future.

<p>This paper discusses the competence of teachers during the Pandemic COVID 19. Various policies and the implementation of health protocols were carried out to break the chain of distribution of Covid-19, impacting on teachers who are required to teach online. Using a qualitative approach, a descriptive analytical method, it was found that teacher competencies related to literacy and science and technology mastery competencies, class management skills competencies and communication and social competencies, were not optimal. Development of these competencies is needed so that it will minimize the problems that exist in online learning, so that the learning process can run better.</p>