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Mathematical ability determines the success of children in school, because mathematics is one component in children's academic achievement. Geometry is one of the concepts of mathematical abilities that are very important to be given to early childhood, especially for children with special needs. The purpose of this study is to reveal pedagogical considerations on the introduction of the concept of geometry in the inclusion class. Geometry is a less noticed part of the preschool curriculum, especially for children with special needs in early childhood education programs. This study of the consideration of pedagogy Introduction to the Geometry Concept is important due to increasing the teacher's insight in giving introduction to children with special needs. Research with this qualitative approach uses interview data to obtain information on knowledge and strategies used for the introduction of geometry of children with special needs in inclusion kindergarten. Interviews were conducted on inclusive class teachers, 49 years old female with 16 years’ work experience. The inclusive class consisted of 10 children with special needs, seven children with ADHD, three children speech delay and one child with Down syndrome with a vulnerable age of 5.7 years. 3D media that can facilitate educators in providing Introduction to geometry, namely 3D puzzles. The use of 3D geometric puzzle shapes trains concentration and independence Keywords— geometry concepts, children with special needs, inclusion, kindergarten.

Description of Introduction to Geometry Concepts for Children with Special Needs in Yogyakarta Inclusion Kindergarten