Challenges Malaysian teachers face in the inclusion of autistic students in the normal classroom
As every student has equal right for being educated in the mainstream classroom settings, inclusive education has been introduced in public schools all around the globe. Lack of professional skill and knowledge was one of the barriers faced by teachers as reported in the literatures (Sharma, Moore...
| Main Authors: | , |
|---|---|
| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
Zes Rokman Resources
2016
|
| Subjects: | |
| Online Access: | http://irep.iium.edu.my/52058/ http://irep.iium.edu.my/52058/ http://irep.iium.edu.my/52058/1/52058_CHALLENGES%20MALAYSIAN%20TEACHERS.pdf |
| Summary: | As every student has equal right for being educated in the mainstream classroom settings, inclusive education has been
introduced in public schools all around the globe. Lack of professional skill and knowledge was one of the barriers
faced by teachers as reported in the literatures (Sharma, Moore & Sonawane, 2009; ul Hassan, Parveen & Riffat-un-
Nisa, 2010; Wehbi, 2006; Fakolade & Adeniyi, 2009; Agbeneyga, 2007, as cited in Ballhysa & Flagler, 2011). The aim
of this study is to explore the challenges that Malaysian teachers faced when having autistic students in the inclusive
program. The present study employed a qualitative research method with case study design through face-to-face
interviews with five general classroom teachers from a secondary school in Kuala Lumpur. A self-developed instrument
with 11 interview questions was used as an interview guide. Six major themes were found through thematic analysis:
student’s behavioral problem, student’s cognitive problem, and environmental problem represented the challenges that
Malaysian teachers faced when having autistic students in the normal classroom, while skillfulness, receptiveness, and
environmental assistance represented the ways Malaysian teachers coped with the inclusive environment. The result of
present study may help general classroom teachers who lack skills and knowledge on the inclusive education and help
them to fulfill the needs of students with autism and mainstream students. All in all, this study is suitable for not only to
people in education but also to other kind of field works such as psychology and sociology. |
|---|