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

Öz

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.

Anahtar Kelimeler

Inclusive, knowledge, readiness, teaching technique

Kaynakça

• Abbort, L. (2006). Northern Ireland Head Teachers’ Perception of Inclusion. International Journal of Inclusive Education, 10(6), 627-643.
• Ainscow, M. (1989). Special Education In Change. London: David Fulton Publishers Akta Pendidikan 1996. (1996). Kementerian Pelajaran Malaysia.
• Akta Pendidikan 1996. (2013). Peraturan-Peraturan Pendidikan (Pendidikan Khas) 2013. Kementerian Pendidikan Malaysia.
• Anuar, M. K. & Rahim, A. (2013). Perception of Mainstream teacher about Inclusion. 2nd International Seminar on Quality and Affordable Education. UTM: Faculty of Education.
• Anuar, M. K. & Rahim, A. (2014). Inclusive Implementation: Overview of Admistrator, Mainstream Teacher and Special Education Teacher. Proceeding International Seminar of Postgraduate Special Education UKM-UPI-Seameo Sen 4th Series 2014. UKM: Faculty of Education.
• Armstrong, F. (1998). Curricula, ‘Management’ and Special and Inclusive Education, dlm P. Clough. Managing Inclusive Education-From Policy to Experience. London: Paul Chapman.
• Ballard, K. (1995). Inclusion, paradigms, power and participation. London: David Fulton.
• Bauer, A. M., & Shea, T. M. (1999). Inclusion 101: How to Teach All Learners. Baltimore: Brookes.
• Bayat, M. (2012). Teaching Exceptional Children. New York: McGraw-Hill. Carrington, S., & Robinson, R. (2004). A Case Study of Inclusive School Development: A Journey of Learning. International Journal of Inclusive Education, 8(2),141-153.
• Clough, P., & Corbett, J. (2000). Theories of Inclusive Education. London: Paul Chapman Publishing, Ltd.
• Conderman, G. & Bresnahan, V. (2012). Promoting Active Involvement in Classrooms: Instructional approaches engage students, promote interest in learning and teaching, and provide immediate informal assessment data. Education Digest Essential Readings Condensed for Quick Review, 77(6), 33-39
• Conderman, G. & Hedin. L. R. (2013). Co-Teaching With Strategy Instruction. Intervention in School and Clinic, 49(3), 156-163.
• Conderman, G. & Hedin. L. R. (2013). Co-Teaching With Strategy Instruction. Intervention in School and Clinic, 49(3), 156-163.
• Crow, J. & Smith, L. (2003). Using Co-Teaching as a Means of Facilitating Interprofesional Collaboration in Health and Social Care. Journal of Interprofessional Care, 17(1), 45-55.
• Dieker, L. A. & Murawski, W. (2003). Co-teaching at the Secondary Level: Unique Issues, Current Trends, and Suggestions for Success. The High School Journal, 86:4.
• Dragoo, K. (2011). Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research. Exceptional Children, (81), 1-4.
• Friend, M. Cook, L. & Hurley-Chamberlain, D. (2010). An Illustration of the Complexity of Collaboration in Special Education. Journal of Educational and Psychological Consultation. 20, 9-7.
• Friend, M. (2008). Co-Teaching: A Simple Solution That Isn’t Simple After All. Journal of Curriculum and Instruction (JoCI). 2(2), 9-19.
• Friend, M. (2008). Special Education: Contemporary Perspectives for School Professionals (2nd Ed.). Boston: Pearson Education, Inc.
• Friend, M., & Cook, L. (1992). The New Mainstreaming: How it really works. Instructor. 101(7), 30-36.
• Friend, M. Cook, L. & Hurley-Chamberlain, D. (2010). An Illustration of the Complexity of Collaboration in Special Education. Journal of Educational and Psychological Consultation. 20, 29
• Foreman. P. (2005). Inclusion in Action (2nd Ed.). Australia: Harcourt Australia Pty. Ltd.
• Gillies, R. M. (2007). Cooperative Learning: Integrating Theory and Practice. California: Sage Publications.
• Gurgur, H. & Uzuner, Y. (2010). A Phenomenological Analysis of the Views on Co- Teaching Applications in the Inclusion Classroom. Journal of Special Education, 331-332.
• Hallahan, D. P., Keller, C. E., Martinez, E. A., Byrd, E. S., Gelman, J. A. & Fan, X. (2007). How Variable Are Interstate Prevalence Rates of Learning Disabilities and Other Special Education Categories? A Longitudinal Comparison. Exceptional Children, 73(2), 136-146.
• Halvorsen, A. T. & Neary, T. (2009). Building Inclusive School: Tools and Strategies for Success. New Jersey: Pearson Education, Inc.
• Honigsfeld, A. & Dove, M. (2008). Co-teaching in the ESL Classroom. The Delta Kappa Gamma Bulletin, Winter, 8-11
• Idol, L. (2006). Toward Inclusion of Special Education Students in General Education Program Evaluation of Eight Schools. Remedial and Special Education. 27(2), 77-94.
• Isherwood, R. S. & Barger-Anderson, R. (2008). Factors Affecting the Adoption of Co- Teaching Models in Inclusive Classroom: One School’s Journey from Mainstreaming to Inclusion. Journal of Ethnographic & Qualitative Research. 2, 121-128.
• Kochhar-Bryant, C. A. & Heishman, A. (2010). Effective Collaboration for Educating The Whole Child. California: Corwin.
• Karten, T. J. (2010). Inclusion Strategies That Work! Research-Based Methods for the Classroom. California: Corwin.
• Keefe, E. B. & Moore, V. (2004). The Challenge of Co-Teaching In Inclusive Classrooms at the High School Level: What The Teacher Told Us. American Secondary Education 32(3), 77-89.
• Kirk, S., Gallagher, J., Coleman, M. R. & Anastasiow, N. (2012). Educating Exceptional Children (13th Ed.). Belmont: Wadsworth.
• Learned, J. E., Dowd, M. V. & Jenkins, J. R. (2009). Instructional Conferencing Helping Students Succeed on Independent Assignments in Inclusive Settings. Teaching Exceptional Children, 41(5), 46-51.
• Leicester, M. (2008). Creating an Inclusive School. London: Continuum International Publishing Group.
• Loreman, T., Deppeler, J. & Harvey, D. (2010). Inclusive Education; Supporting Diversity in the Classroom (2nd Ed.). Australia: Allen & Unwin.
• McDuffie, K. A. & Landrum, T. J. & Gelman, J. A. (2008). Co-Teaching and Students With Emotional and Behavioral Disorders. Co-Teaching and Students With EBD, Winter, 11-17.
• Murawski, W. W. (2010). Collaborative Teaching in Elementary Schools: Making The Co-Teaching Marriage Work! California: Corwin.
• Murawski, W. W. & Lochner, W. W. (2010). Observing Co-Teaching: What to Ask For, Look For, and Listen For. Intervention in School and Clinic, (46), 174-183.
• Murphy, E., Grey, I. M. & Honan, R. (2005). Co-operative Learning for Students with Difficulties in Learning: A Description of Models and Guidelines for Implementation. British Journal of Special Education. 32(3), 157-164.
• Musil, T. (2011). Two Heads are Better than One: Effective Co-teaching Methods for Reading and Writing in an Inclusive Classroom. Journal of the Missouri Reading Association. 35(1), 17-20
• Novak, J., Murray, M., Scheuermann, A. & Curran, E. (2008). Enhancing The Preparation of Special Educators Through Service Learning: Evidence From Two Perspective Courses. International Journal of Special Education, 23(3), 32- 44.
• Obiakor, F. E., Bakken, J. P. & Rotatori, A. F. (2010). Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation. Bingley: Emerald Group Publishing Limited.
• Raymond, E. B. (2008). Learners with Mild Disabilities: A Characteristics Approach (3rd Ed.). Boston: Pearson Education, Inc.
• Salvia, J., Ysseldyke, J. E. & Bolt, S. (2010). Assessment In Special and Inclusive (11th Ed.) Australia: Wadsworth.
• Schmidt, M. W. & Harriman, N. E. (1998). Teaching Strategies for Inclusive Classrooms; Schools, Students, Strategies, and Success. United States: Harcourt Brace & Company.
• Smith, T. E. C., Polloway, E. A., Patton, J. R. & Dowdy, C. A. (2008). Teaching Students with Special Needs in Inclusive Settings (4th Ed.). Boston: Pearson Education, Inc.
• Tutt, R. (2011). Partnership Working to Support Special Educational Needs & Disabilities. London: SAGE Publication, Ltd.
• Warming, H. (2011). Inclusive Discourses in Early Childhood Education? International Journal of Inclusive Education, 15(2). 233-247.
• Willis, C. (2009). Creating Inclusive Learning Environment for Young Children: What to Do on Monday Morning. California: Corwin Press.
• Wilson, G. L. (2008). Be an Active Co-Teacher. Intervention in School and Clinic, 43(4), 240-243.