Effect of Knowledge, Readiness and Teaching Technique in Inclusive Practices Among Mainstream Teachers in Malaysia | Zendy

Muhamad BİN HUSSİN | Zendy; Abdul BİN HAMDAN | Zendy

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Effect of Knowledge, Readiness and Teaching Technique in Inclusive Practices Among Mainstream Teachers in Malaysia

Author(s) -

Muhamad BİN HUSSİN,

Abdul BİN HAMDAN

Publication year - 2016

Publication title -

international journal of early childhood special education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.144

H-Index - 9

ISSN - 1308-5581

DOI - 10.20489/intjecse.239573

Subject(s) - mainstream , inclusion (mineral) , mathematics education , psychology , value (mathematics) , set (abstract data type) , differential (mechanical device) , pedagogy , computer science , mathematics , statistics , engineering , social psychology , political science , law , programming language , aerospace engineering

This study examines the knowledge, readiness and teaching techniques in Inclusion Program among mainstream teachers who teach special education students. The aspects of knowledge, readiness and teaching techniques are measured based on the teacher’s experience and it was given a good effects to inclusion practices in Malaysia. This quantitative study was conducted on 276 samples. A set of questionnaires was used as the instrument in this study. The results of the analysis showed a greater acceptance in descriptive and differential variance in which null hypotheses formulated were accepted with p-value > alpha value of 0.05. Therefore, there are no differences between knowledge, readiness and teaching techniques among mainstream teachers based on their experience. The result of this study can provide input to mainstream teachers, besides giving equal opportunities to special education students.

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