Penerimaan murid pendidikan khas dalam program inklusif oleh guru kelas arus perdana di Sabah [Acceptance of special education students in inclusive programs by mainstream classroom teachers in Sabah]

Abstract

This study aims to evaluate the acceptance and readiness of mainstream teachers and the performance of special education students within the framework of Inclusive Education programs, where students with special needs are integrated into general classrooms. Employing a quantitative approach, the research encompasses teachers from 17 schools across three districts in Sabah, Malaysia. A survey instrument was utilised to assess teacher acceptance and readiness, as well as student performance. Findings reveal that the average mean scores for mainstream teacher acceptance, readiness, and student performance exceed 3.00, reflecting positive attitudes toward the inclusion of special education students. No significant relationships were observed between demographic factors such as gender, age, educational qualifications, and teaching experience and the level of teacher acceptance. However, a positive correlation was identified between teacher acceptance and student performance, indicating that higher acceptance levels contribute to enhanced performance among special education students. The study further underscores the critical role of teacher knowledge and experience in fostering the effectiveness of teaching and learning processes. Teachers who exhibit openness and readiness to accommodate special education students are better positioned to provide equitable learning opportunities in mainstream classrooms. Additionally, effective communication between teachers and students is recognised as a key factor in enhancing interaction and improving student outcomes. The positive impact of inclusive education on the performance of special education students is contingent on the attitudes and support of mainstream teachers. Further research is recommended to compare teacher acceptance across various states and to explore challenges faced in implementing inclusive education. These findings highlight the necessity of collaboration among stakeholders to ensure the success of Inclusive Education programs in Malaysia.