An Empirical Study on Teachers' Perceptions towards Inclusive Education in Malaysia

Autor/inn/en	Ali, Manisah Mohd; Mustapha, Ramlee; Jelas, Zalizan Mohd
Titel	An Empirical Study on Teachers' Perceptions towards Inclusive Education in Malaysia
Quelle	In: International Journal of Special Education, 21 (2006) 3, S.36-44 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Stereotypes; Interpersonal Relationship; Interaction; Foreign Countries; Special Education Teachers; Special Needs Students; Inclusive Schools; Teacher Attitudes; Mainstreaming; Attitudes toward Disabilities; Knowledge Level; Attitude Measures; General Education; Questionnaires; Interpersonal Competence; Peer Relationship; Teacher Collaboration; Malaysia + Suchen Sie Ihr Suchwort? Klischee; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Inclusive school; Integrative Schule; Lehrerverhalten; Wissensbasis; Allgemein bildendes Schulwesen; Allgemeinbildung; Fragebogen; Interpersonale Kompetenz; Peer-Beziehungen; Lehrerkooperation
Abstract	The hallmark of inclusive education is the teachers' willingness to accept students with special needs. Their attitudes and knowledge about inclusive education are important as these are indicators of such willingness. The purpose of this study was to examine teachers' attitudes and their perceived knowledge towards inclusive education in Malaysia. The respondents (n = 235) were the mainstream and special education teachers in the public primary and secondary schools. They were given a set of questionnaires which sought their responses regarding their attitudes and knowledge towards inclusive education. The data were analysed using descriptive statistics such as frequency and percentages. The main finding shows that, in general, teachers have positive attitudes towards inclusive education. They agreed that inclusive education enhances social interaction and inclusion among the students and thus, it minimizes negative stereotypes on special needs students. The findings also show that collaboration between the mainstream and the special education teachers is important and that there should be a clear guideline on the implementation of inclusive education. The findings of the study have significant implications to the school administrators, teachers, and other stakeholders who directly and indirectly involved in implementing inclusive education. (Contains 4 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10