ISSN: 2222-6990
Open access
The Inclusive Education Programme (IEP) is provided by the Ministry of Education Malaysia (MOE) to provide opportunities for special education students to follow the learning together with mainstream students. However, during the implementation period of PPI until now, there are problems that exist based on the studies that have been carried out such as the issue of the level of knowledge of mainstream teachers about IEP is still in the moderate level. The knowledge of teachers in implementing IEP is very important to help pupils with special education in academic and social improvement. The purpose of this study was to examine the level of knowledge of mainstream teachers on the Inclusive Education Programme in the Klang district. The study was conducted using the survey method and a sample of 60 mainstream teachers of primary and secondary schools involved in the Klang district. The study instrument is a questionnaire adapted and modified from the Mazarul Hasan et study. al (2021) in the form of Google Forms and distributed through Whatsapp and Telegram applications. The data findings were analysed using the Statistic Package for Social Sciences (SPSS) version 27.0 software. The findings found that the level of knowledge of mainstream teachers on the Inclusive Education Programme as a whole is at a high level of mean=3.571 with a standard deviation of SD=0.35. The findings show that mainstream teachers have a good knowledge of IEP and need to be improved more deeply about IEP. Although teachers know about IEP, some teachers are less aware of their role in achieving inclusive education in schools. Further research is expected to examine the effectiveness of collaborative methods between special education teachers and mainstream teachers in improving the academic achievement of inclusive students.
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(Ahmad & Rashid, 2024)
Ahmad, S. N., & Rashid, S. M. M. (2024). The Level of Knowledge of Mainstream Teachers on Inclusive Education Programs. International Journal of Academic Research in Business and Social Sciences, 14(4), 748–757.
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