ABSTRACT
The Indonesian Government Regulation on inclusive schools is an effort to prevent various discriminatory actions in schools and to bring up a multiculturalism attitude so that it is more open to various differences. In early childhood education institutions, the concept of inclusive schools provides opportunities for young children with special needs to enter regular classes and produce changes in schools conceptually, organizationally, and structurally. One very important aspect in implementing inclusive schools is teacher competence. Every child has the right to get the same treatment, so the teacher must respect every difference that exists in the child, because the attitude of the teacher is very influential on the child, where when the teacher cares more and shows respect will motivate the child to learn. However, teachers in inclusive schools often experience burnout. Burnout will affect the quality of teacher work, so that it will have an impact on children as students. Therefore, it is necessary to know the burnout that is felt personally by every teacher who teaches children with special needs directly in early childhood education. This chapter aims to explore the burnout felt by early childhood teachers in teaching early childhood who have special needs.
