The Perspectives of Early Childhood and Special Needs Teachers on Developing a Synergistic Model for Inclusive Early Childhood Education in Malaysia

Inclusive Early Childhood Education (IECE) is fundamental in ensuring equitable learning opportunities for all children, including those with special educational needs. In Malaysia, however, the implementation of inclusive practices remains fragmented due to the absence of a comprehensive and collaborative framework. This study explores the perspectives of early childhood and special needs teachers to inform the development of a synergistic model for IECE in Malaysia. A total of 1,065 teachers participated in the study, comprising 90% early childhood teachers and 10% special needs teachers. Findings reveal three critical dimensions for an effective inclusive model: Accessibility, Participation, and Support. Under Accessibility, the need for a universal design for learning (M = 4.43) emphasizes flexible curriculum structures that accommodate diverse learning abilities and styles, while early intervention (M = 4.43) underscores the importance of identifying developmental needs at an early stage. In terms of Participation, teachers rated socio-emotional development support (M = 4.57) and behavioural development support (M = 4.53) as key priorities, reflecting the need for systematic professional development to enhance teachers’ capacity in managing diverse classroom dynamics. The Support dimension highlights the importance of blended programmes (M = 4.47) and collaborative partnerships (M = 4.47) among teachers, parents, administrators, and multidisciplinary professionals to sustain inclusive practices. Overall, the findings indicate a strong consensus on the urgency of a synergistic model that bridges mainstream and special education through shared resources, continuous professional learning, and structured collaboration. The study contributes empirical evidence to advance Malaysia’s Education Blueprint 2013–2025 and supports Sustainable Development Goal 4 in ensuring inclusive and equitable quality education for all.

Early Childhood Education, Inclusive Education and Special Educational Needs

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