INCLUSIVE EDUCATION PROGRAMS IN MALAYSIA: TEACHERS' CHALLENGES IN IMPLEMENTATION

Abstract

Education is the basic right of all human beings and in terms of philosophy, all individuals in the world have the right to equality to get access to education. Children with special needs consist of children who have learning difficulties. Therefore, individuals like this need modifications to the curriculum and teaching methods so that they can optimally realize their potential. In line with the concept of education for all, the Inclusive Education Program (PPI) was introduced as a noble effort to provide equal educational opportunities to all students with special needs, regardless of their disabilities. Appropriate assistance will be given to students with special needs to enable them to engage in inclusive teaching and learning with their peers in the mainstream. The purpose of writing this concept paper is to discuss the challenges faced, namely the knowledge, readiness, and level of use of inclusive teaching techniques among mainstream teachers who teach special education students. This qualitative study has used data collection methods through library research as well as content analysis of ten articles that describe research related to the Inclusive Education Program (PPI). The findings of this study are based on thematic aspects of knowledge,readiness, and the level of use of inclusive teaching techniques measured based on the experience of the teachers involved. It is hoped that the findings of this study will benefit mainstream teachers in their teaching in addition to giving MBK the opportunity to get an equal education without discrimination.