The Understanding of Mainstream Teachers on the Implementation of the Semi-Inclusive Program in the Curriculum for Special Education (Dyslexia)

Abstract

This study aimed to explore the understanding of mainstream teachers on the implementation of the Semi-Inclusive Program in the Curriculum for Special Education (Dyslexia) or the CSED. The rationale for the study is to examine its importance in improving the understanding of mainstream teachers about dyslexia and its impact on dyslexic students. The respondents of the study were four mainstream teachers, four special education teachers, and seven fifth-year dyslexic students from a school in Klang Valley. The findings from the interview data indicated that: 1) the mainstream teachers are still obscure in their understanding of the characteristics of dyslexic students and the CSED, and 2) the mainstream teachers have a mixture of positive and negative perceptions towards the dyslexic students. The research concluded that the mainstream teachers involved in the CSED should be specifically trained and educated on dyslexia and the CSED implementation.