Inclusive education: Equality and equity (Teachers' views about inclusive education in Malaysia's primary schools)
Rosmalily Salleh
Abstract
The desire for inclusive education is recognised by many countries, but the practice is inconsistent because of the complexities and variability in implementation. Malaysia has committed to and embarked on the journey towards educational system reform. The pledge to provide quality and inclusive education is emphasised in the 2013-2025 Malaysia Education Blueprint. However, Malaysia’s contexts, including its diverse ethnicity, language, culture, religion, education and school systems, have implications for the implementation and promotion of inclusive education. This study explores and brings to light teachers’ significant yet overlooked views of inclusion and inclusive education at this important juncture of the country’s phase. It aims to bring a better understanding of the promotion of inclusive education in Malaysia’s primary schools, by focusing on the practitioners’ views. The study adopts a qualitative approach that employs descriptive and exploratory methods. Participants are purposely sampled from five national primary schools: three schools with the Special Education Integration Programme (SEIP) and two schools without SEIP. They, 25 teachers (mainstream and special education) including the headteachers, are interviewed individually and 51 participated in eight focus group interviews. The findings are processed through a thematic, inductive approach using qualitative analysis software. This paper argues that teachers view inclusive education as a challenging concept. Such views are influenced by a range of factors such as socio-cultural attitudes towards disability, educational systems, inefficient utilisation of resources, insufficient facilities, and teachers’ lack of knowledge and skills about special education and SEN. The findings will be of value to those responsible for planning and developing the policy and programmes regarding inclusive education, special education, and specifically educational systems in moving towards inclusive systems and schools. (PDF) Inclusive education: Equality and equity (Teachers' views about inclusive education in Malaysia's primary schools). Available from: https://www.researchgate.net/publication/339593088_Inclusive_education_Equality_and_equity_Teachers'_views_about_inclusive_education_in_Malaysia's_primary_schools [accessed Jan 25 2022].
Abstrak
Hasrat untuk pendidikan inklusif diiktiraf oleh banyak negara, tetapi amalan itu tidak konsisten kerana kerumitan dan kebolehubahan dalam pelaksanaan. Malaysia telah komited dan memulakan perjalanan ke arah pembaharuan sistem pendidikan. Ikrar untuk menyediakan pendidikan yang berkualiti dan inklusif ditekankan dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025. Walau bagaimanapun, konteks Malaysia, termasuk kepelbagaian etnik, bahasa, budaya, agama, pendidikan dan sistem sekolah, mempunyai implikasi terhadap pelaksanaan dan promosi pendidikan inklusif. Kajian ini meneroka dan mendedahkan pandangan guru yang signifikan namun diabaikan mengenai pendidikan inklusif dan inklusif pada persimpangan penting fasa negara ini. Ia bertujuan untuk membawa pemahaman yang lebih baik tentang promosi pendidikan inklusif di sekolah rendah Malaysia, dengan memberi tumpuan kepada pandangan pengamal. Kajian ini menggunakan pendekatan kualitatif yang menggunakan kaedah deskriptif dan penerokaan. Para peserta sengaja dijadikan sampel daripada lima sekolah rendah kebangsaan: tiga sekolah dengan Program Pendidikan Khas Integrasi (SEIP) dan dua sekolah tanpa SEIP. Mereka, 25 guru (aliran perdana dan pendidikan khas) termasuk guru besar, ditemu bual secara individu dan 51 menyertai lapan temu bual kumpulan fokus. Dapatan diproses melalui pendekatan tematik, induktif menggunakan perisian analisis kualitatif. Kertas kerja ini berpendapat bahawa guru melihat pendidikan inklusif sebagai satu konsep yang mencabar. Pandangan sedemikian dipengaruhi oleh pelbagai faktor seperti sikap sosiobudaya terhadap ketidakupayaan, sistem pendidikan, penggunaan sumber yang tidak cekap, kemudahan yang tidak mencukupi, dan kekurangan pengetahuan dan kemahiran guru tentang pendidikan khas dan SEN. Penemuan ini akan memberi nilai kepada mereka yang bertanggungjawab merancang dan membangunkan dasar dan program berkenaan pendidikan inklusif, pendidikan khas, dan khususnya sistem pendidikan dalam menuju ke arah sistem dan sekolah inklusif. (PDF) Pendidikan inklusif: Kesaksamaan dan kesaksamaan (Pandangan guru tentang pendidikan inklusif di sekolah rendah Malaysia).
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