ISSN: 2226-6348
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This article discusses on how teachers practically implement Inclusive Education and the challenges faced by the Special Education teachers while implementing the Inclusive Education. The study was conducted at two Special Education-Learning Disabilities (SELD) Programs and both programs are located in a same district in one of the state in the Peninsular Malaysia. The participants were four Special Education teachers, and they were chosen using the snowballing technique. All the participants were experienced and graduated teachers. The selection criteria for the teacher participants are; (1) teach students in Inclusive Education; and (2) teach in secondary school level. Three instruments used in this study are interview protocol, observation forms and documentation analysis. The results will be discussed in two aspects; (1) pedagogical aspects that influence teachers’ instruction; and (2) challenges faced by the Special Education teacher. The finding shows that students with mild learning disabilities who joined the in full or partial inclusion are lack of guidance and support from Special Education teachers. This challenge is occurred when there is lack of Special Education teachers. All trainees at the Teacher Education Institute and undergraduates who studying education at the Higher Education Institutes are suggested to be exposed to the Special Education and Inclusive Education. This study shows that educators should make positive strides to engage learners in inclusive classes for a better Inclusive Education in the country.
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In-Text Citation: (Ahmad, 2018)
To Cite this Article: Ahmad, N. A. (2018). Inclusive Education: Better and for the Best. International Journal of Academic Research in Progressive Education and Development, 7(3), 557–568.
Copyright: © 2018 The Author(s)
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