ISSN: 2226-6348
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This paper is a study on schools willingness to accept 75 percent of students with special needs in the mainstream learning environment by 2025 in the aspect of vision, incentives and rationale of implementation. The study uses survey method that involves 627 samples selected through purposive sampling, using questionnaire instrument adapted from Milteniene & Venclovate (2012) and Jennifer (2015) that will cover vision, incentives and rationale of implementation. Findings of the study are interpreted with descriptive analysis using percentage, mean score and standard deviation. The findings show that only rationale of implementation exceeds the 75 percent level of special-need students in the mainstream learning environment by 2025 while the vision and incentive aspects also surpass the level of readiness. The rationale of implementation exceeds the level of readiness to accept 75 percent of students in the mainstream learning environment by 2025 with a mean of 4.96 and a standard deviation of .603 with 82.3 percent agreed to accept, while the vision aspect with a mean of 3.93; standard deviation .53] with 65.3 percent and a mean value incentive of 4.01; a standard deviation of .630 with 66.6 percent are not ready with the implementation. The overall findings also indicate that the level of readiness of accepting 75 percent of students in the mainstream learning environment by 2025 is still unreacheable with a mean of 4.30; standard deviation of .603 and only 71.5 percent who accept the implementation. The implications of the study show that by 2025, the schools readiness to accept students with special needs can reach its targeted level of 75 percent provided that further improvement to be made in the aspect of vision and incentives.
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In-Text Citation: (Razalli et al., 2021)
To Cite this Article: Razalli, A. R., Ibrahim, H., Ali, M. M., Masran, N., Piragasam, G. A. A. G., Ahmad, N. A., & Satari, N. (2021). Schools Readiness to Accept 75% of Children with Special Needs in Mainstream Learning Environment by 2025. International Journal of Academic Research in Progressive Education and Development, 10(1), 354–369.
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