ISSN: 2226-6348
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This article addresses the inclusion mandate of students with disabilities through a case study. It begins with a review of debates concerning inclusive education and this current qualitative research aims to observe the extend of implementing inclusive education among students with mild learning disabilities in integration programs also known as the Special Education Integration Program for Students with Learning Disabilities. To address the issue, four Special Education teachers were selected as participants in this single site single case study. Data was collected through classroom observations, interviews and document analysis to investigate (1) the pedagogical aspects involve in implementing inclusive education among students with mild learning disabilities and (2) the adaptation made by the teacher in the curriculum prior implementing inclusive education. Result demonstrated that students were involved in both full and partial inclusion. Students with mild learning disabilities were not accompanied by special education teachers and they were fully taught by mainstream teachers who has never undergone any training on special education. The study recommends that students with learning disabilities who attend inclusive program should be accompanied by special education teachers or student management assistant/teacher assistant. It is also suggested that the mainstream teachers should be given appropriate training so that they too have knowledge to assist students to a better and meaningful life.
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In-Text Citation: (Ahmad & May, 2018)
To Cite this Article: Ahmad, N. A., & May, Y. S. (2018). Challenges in Preparing Teachers for Inclusive Education and Its Impact to Students with Learning Disabilities. International Journal of Academic Research in Progressive Education and Development, 7(3), 569–581.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
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