Mainstream School Teacher Understanding and Acceptance of Inclusive Education in Malaysia.

Abstract

This study examines mainstream school teachers' understanding and acceptance of inclusive education in Malaysia, involving a sample of 300 teachers. Using a quantitative approach, data were collected through the Inclusive Practice Questionnaire and analysed using descriptive, frequency, correlation, and regression analyses. The results reveal that mainstream teachers face significant challenges in adhering to Malaysia's Special Education Needs (SEN) policy, including insufficient resources, large class sizes, inadequate training, and unclear policy guidelines. Although difficulties with parental involvement were noted, they were less significant compared to other challenges. The findings align with existing literature, which identifies insufficient training and resource limitations as primary barriers to effective policy implementation. However, some studies suggest that improved school leadership, collaboration, and teaching practices could alleviate these challenges despite resource constraints. Addressing these issues necessitates clearer policy directives, better resource allocation, reduced class sizes, and ongoing professional development for educators. Enhanced guidance and support systems are crucial for making Malaysia's SEN policy more effective and ensuring successful inclusive education.