Essay

There are many issues and challenges related to the school

administrators, school teachers, students and infrastructure in the
Question implementation of inclusive education in schools.
Analyse the issues and challenges and provide suggestions on ways to
overcome them. (20 marks)

Answers:

1) School administrators
Challenges
 In Malaysia, implementation of inclusive education depends on the initiative and
decisions made by administrators and teachers to determine whether a Special
Education Needs (SEN) pupil should be placed in an inclusive classroom as it is not a
policy which is mandatory to be followed by schools.
 Studies shown that perceptions, attitudes and knowledge of administrators towards
inclusive education is important to determine the success of programme implementation.
 Headmaster’s negative perception towards the programme which presumes that this
programme burdens the school and not helpful in increasing the school academic
performance will influence the efforts done as well as the actions taken by the school
members (staff, parents, students) to support the culture of inclusive schooling system.

Suggestions

 The school management’s understanding and knowledge towards philosophies that are
relevant to inclusive education – They should have sufficient knowledge on the holistic
development of the pupils in the school to accept and implement inclusive education
successfully
 Schools should have an in-depth understanding of inclusive practice with practice of
values to respect individual differences through practice and daily routines in school. In
order to have such change, headmaster plays a critical role as his support to lead the
inclusive education as well as supervise the progress of implementation of the
programme is vital to determine the success of the implementation.
 Leadership strengths by having the support and motivation from the head of
administrators and school is the key to plant the inclusive education culture in the school
environment.
2) Teachers
Challenges
 It is difficult for mainstream teachers need to design their lessons in an inclusive
classroom which fulfil the needs of SEN learners as well as mainstream pupils.
 In-service training or teaching training which do not prepare teachers for inclusive
education.
 Too many pupils in a mainstream classroom
 Less guidelines for teachers to implement the inclusive education programme.
 Less collaboration between mainstream teachers and special education teacher in
inclusive practice and specific SEN learners’ needs.

Suggestions

 Mainstream teachers and special education teachers should communicate and

collaborate with each other to reach a consensus & make the inclusive education
programme to be implemented effectively.
 Teacher should work on the learning objectives stated in Individual Education Plan (IEP)
to improve the development of SEN pupils.
 Teachers should increase their level of knowledge regarding inclusive education by
reading lots of materials and attending courses offered by the government.

3) Students
Challenges
 Negative perceptions of mainstream pupils have towards the placement of SEN pupils
in their class will be the barrier of implementation of this programme as they have limited
knowledge and understanding about learning disabilities or actual situation of their
friends with SEN. They might perceive that SEN learners have sensitive emotions and
difficult to get along with.
 Thus, they will have low acceptance level towards SEN learners, and the social
integration among both groups of pupils will decrease even though they are sharing the
same learning environment.
 Consequently, SEN learners will feel themselves neglected, and this might influence
teaching and learning process especially during group or pair activities. Mainstream
pupils might show their unease to involve themselves to join because they refuse to
work with SEN pupils.
 Suggestions

 Both mainstream and SEN pupils should be given early exposure to provide them
experience and knowledge which help them accepting one another and becoming more
understanding.
 If so, the mainstream pupils will understand that SEN pupils are not competent in
academic and social skills, they will try to assist them in their learning and this develops
positive perceptions indirectly as such exposure will instil their sense of concern towards
SEN pupils.

4) Infrastructure
Challenges
 Inappropriate physical classroom for SEN pupils to learn.
 Unconducive learning environment for SEN pupils.
 There are limited access for SEN pupils in some schools in terms of facilities and
environment.

Suggestions

 Modification of the physical classroom must be done with suitable furniture for SEN
pupils.
 The arrangement of classroom furniture which complicates the SEN pupils’ movement
will make the teachers difficult in managing group activities which encourage social
experience and peer facilitation in an inclusive classroom.
 Initiatives should be taken by relevant parties in forming the learning environment that
provides meaningful learning opportunities and social experience for SEN pupils.
 Schools should provide the environment that does not limit the SEN pupils’ access. For
example, they should be given access for all facilities (accessible by SEN pupils) in
school. Schools should also prepare occasions for socialisation between mainstream &
SEN pupils.