BukuProgramICPIE_2019-13Sept2019

INTERNATIONAL CONFERE NCE ON PEDAGOGY AND INCLUS I VE EDUCATI ON I CPIE 2019
. INCLUSIVE EDUCATION: PRESCHOOL TEACHERS’ VOICES
Liza Isyqi binti Ramli, PhD.
Institut Pendidikan Guru Kampus Ilmu Khas
ABSTRACT
This study explores the attitudes of preschool teachers towards Inclusive
Education (IE) and identifies factors which may have influenced their
attitudes. A theoretical framework based on the combination of ecological
system theory (Bronfenbrenner, 1979) and the three-component model of
attitude (Eagly and Chaiken, 1993; Triandis, 1971) was utilised to explore
teachers’ attitude. 421 preschool teachers in one Malaysian state completed a
survey and 18 took part in a semi-structured interview. The findings indicated
that the preschool teachers in this study feel that they are generally prepared
for implementing IE. However, the qualitative data revealed many barriers to
the implementation of IE that influenced teachers’ attitudes. Factors such as
skills and training, resources and facilities as well as knowledge and
awareness about IE and children with special educational needs (SEN) are
highlighted in this study. Thus, this study highlights the importance of
knowledge and understanding of IE, teachers’ skills and abilities and the
values and commitment needed from every agency. Recommendations
address improvements to in-service teacher professional development and
pre-service teacher education courses as well as the upgrading of school
facilities. Most importantly, this research suggests that there is a need to raise
awareness and increase knowledge about IE and SEN through strengthened
collaboration between parents, specialists, schools and society.
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