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Involvement of mainstream teachers in inclusive education: are we ready?

Lai, C. S. and Lee, M. F. and S., Nor Lisa and M., Mimi Mohaffyza and M. S., Kahirol (2017) Involvement of mainstream teachers in inclusive education: are we ready? Pertanika Journal of Social Science and Humanities , 25 (S). pp. 205-214. ISSN 01287702

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Abstract

The implementation of inclusive education is a challenging task because the teachers involved in inclusive education must equip themselves with field knowledge and pedagogical skills and, more importantly, they must have great passion for inclusive education. This research attempts to investigate the readiness of mainstream teachers who engaged in an inclusive education programme. Readiness was measured in three different aspects: (i) field knowledge, (ii) pedagogical skill, and (iii) attitude. A total of 128 mainstream teachers who were actively involved in inclusive education programmes in primary schools were invited to participate in this research. A questionnaire was constructed to measure the level of readiness among the participating teachers. The results revealed that although the readiness level in terms of pedagogical skill was high, the readiness for field knowledge and attitude were at medium level. Our findings suggest that more effort and pragmatic actions are required to facilitate mainstream teachers who teach in inclusive classes to enhance their field knowledge and strengthen their positive attitude towards inclusive education.

Item Type: Article
Uncontrolled Keywords: Attitude; field knowledge; inclusive education; pedagogical skill; readiness
Subjects: L Education > LB Theory and practice of education > LB1024 Teaching (Principles and practice)
Divisions: Faculty of Technical and Vocational Education > Department of Engineering Education
Depositing User: Mr. Mohammad Shaifulrip Ithnin
Date Deposited: 31 Mar 2019 07:37
Last Modified: 31 Mar 2019 07:37
URI: http://eprints.uthm.edu.my/id/eprint/10880
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