Pre-Service Teachers’ Perceptions of Their Attitudes towards Inclusive Education for Students with Disabilities
- September 29, 2019
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue IX, September 2019 | ISSN 2454–6186
Shamsiah Md Nasir
Institute of Teacher Education Technical Education Campus, 71760 Bandar Enstek, Negeri Sembilan, Malaysia
Abstract: Malaysia’s development plan in education through the Malaysian Education Blueprint 2013-2025 is in tandem with the global education agenda. Following the Salamanca Statement and Framework for Action on Special Needs Education, those with special needs must have access to mainstream schools with an inclusive orientation which are the most effective means of overcoming discriminatory attitudes, creating welcoming communities and building an inclusive society. This study aims to investigate the readiness of pre-service teachers towards the inclusion of special needs students in mainstream classrooms. A total of 56 pre-service teachers from one institute of teacher education participated in this study. Data were collected through The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale. The statistical analysis showed that pre-service teachers had moderate readiness towards inclusive education. Implications of the findings are discussed and further suggestions are made as to how institute of teacher education may engage pre-service teachers more effectively with their program to promote better inclusive practices.
Keywords: Inclusive education, pre-service teacher, attitudes, students with disability, readiness
I. INTRODUCTION
The Education For All (EFA) movement is a global commitment to provide quality basic education for all children regardless of their background and capabilities. Salamanca Statement and Framework for Action on Special Needs Education stated that those with special needs must have access to mainstream schools. The Statement recognising the necessity and urgency of providing education for all children regardless of their background. Inclusive orientation in regular schools is a great alternative as an effort to combating discriminatory attitudes, creating a welcoming community, build an inclusive society and achieve education for all. The majority of children will receive effective education, improve efficiency and ultimately the effectiveness of the overall education system.
