ISSN: 2226-6348
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This study aims to examine the readiness of special education teachers (SET) to implement Inclusive Education Program (IEP) in terms of their attitudes, knowledge and strategies. Additionally, the researchers also seek to analyze different approach of IEP implementation based on their work experience as special education teachers. This survey study involves a total of 75 special education teachers, using questionnaire instrument and analyzed by descriptive statistics. The overall study findings revealed the readiness of SETs towards IEP is at a high level (mean = 3.195, s.d = .259). Readiness in terms of attitude is also at high level with (mean = 3.359, s.d = .525), while knowledge aspect found to be at moderate level with (mean = 2.623, s.d = .561) and high level for strategy aspect (mean = 3.602, s.d = .503). One -way ANOVA of this research further discovered that there was no significant difference between aspects of attitude, knowledge and strategy with teaching experience. Hence this paper presents the readiness of SETS to IEP in attitudes and strategies aspects for effective IEP practice while knowledge aspect needs to be improved.
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In-Text Citation: (Razalli et al., 2021)
To Cite this Article: Razalli, A. R., Ibrahim, H., Mamat, N., Ali, M. M., Masran, N., Piragasam, G. A. A. G., Ahmad, N. A., & Satari, N. (2021). Preparedness of Special Education Teachers in The Implementation of Inclusive Educatio. International Journal of Academic Research in Progressive Education and Development, 10(2), 823–838.
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