ISSN: 2226-6348
Open access
The physical environment in the classroom may have an effect on the comfort index for the Special Education Integration Program (SEIP). A quantitative study was conducted to determine the teachers' and SEIP's comfort levels, as well as ideas for improvement which were relevant to SEIP's needs. Purposive sampling has been used to select 80 SEIP teacher samples. The questionnaire for this study was modified from the Physical Classroom Environment Inventory (PCEI) and Teaching and Learning Comfort Level Scale (TLCLS). The survey was administered online using "Google Form." The results revealed that the physical environment of the SEIP classroom had a high comfort index (mean= 3.94), as did the comfort index of teachers toward teaching and learning (mean=3.90). The comfort of the classroom may be improved in terms of furniture, learning space, number of pupils, lighting, air quality and classroom wall colour, according to a study of improvement. Universal Design Learning (UDL) and Allardt's Theory of Sociological Welfare is used in this research (UDL).
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
In-Text Citation: (Jouflin et al., 2022)
To Cite this Article: Jouflin, S., Yasin, M. H. M., Tahar, M. M., & Azirun, R. (2022). Physical Learning Environment and Teacher Comfort Index Special Education Integrated Programs. International Journal of Academic Research in Progressive Education and Development, 11(2), 619–628.
Copyright: © 2022 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode