Effect of Knowledge, Readiness and Teaching Technique in Inclusive Practices Among Mainstream Teachers in Malaysia

1 - 15, 30.06.2016

Muhamad Bin Hussin Abdul Bin Hamdan

https://doi.org/10.20489/intjecse.239573

Abstract

This
study examines the knowledge, readiness and teaching techniques in Inclusion
Program among mainstream teachers who teach special education students. The
aspects of knowledge, readiness and teaching techniques are measured based on
the teacher’s experience and it was given a good effects to inclusion practices
in Malaysia. This quantitative study was conducted on 276 samples. A set of
questionnaires was used as the instrument in this study. The results of the
analysis showed a greater acceptance in descriptive and differential variance
in which null hypotheses formulated were accepted with p-value > alpha value
of 0.05. Therefore, there are no differences between knowledge, readiness and
teaching techniques among mainstream teachers based on their experience. The
result of this study can provide input to mainstream teachers, besides giving
equal opportunities to special education students.

Keywords

Inclusive, knowledge, readiness, teaching technique

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