School administrators’ willingness to receive inclusive education
First objective is to investigate school administrators’ readiness to accept inclusive education. Besides that, this research is also to identify the relation between teaching experience duration in school with integration program and the administrators’ readiness in accepting inclusive education. This research is using quantitative design and analysed descriptively using Statistical Package for Social Science (SPSS) Version 22. Questionnaire has been distributed to school administrators (n=130) which consist of Principal, Headmaster, Senior Assistants, Special Education Coordinator, Head of Department and Head of Panel. There are seven schools (primary and secondary) with integration program involved. The result shows that the school administrators show a moderate readiness in accepting inclusive education. While based on the Pearson Correlation, there is no significant relation between teaching experience duration in school with integration program and the administrators’ readiness on inclusive education [r =0.57, n=130, p>0.05]. Even though the administrators believe in the special pupil’s ability but they do not have the confidence in managing those special pupils in inclusive setting. The duration of experience being in the school that has integration program does not influence their readiness.
Abdul Rahim Hamdan & Muhamad Khairul Anuar Husin. 2013. Persepsi Guru Aliran Perdana Terhadap Inklusif. 2nd International Seminar on Quality and Affordable Education (ISQAE 2013), 265-270. Skudai Johor : Fakulti Pendidikan Universiti Teknologi Malaysia.
Armstrong, F. 2011. Inclusive Education: School Cultures, Teaching and Learning. In. Richards, G & Armstrong, F. (Eds.). Teaching and Learning in Diverse and Inclusive Classroom: Key issues for New Teachers. Abingdon Oxon: Routledge.
Desai, Ishwar & Mitchell, D. 2009. Diverse Socio-cultural Contexts for Inclusive Education in Asia. In David Mitchell, (Eds.). Contextualiziing Inclusive Education. Oxfordshire : Routledge.
Foreman, P. 2008. Setting The Scene : Teachers And Inclusion. In. Phil Foreman (Ed). Inclusion In Action. 2nd Edition. Australia: Nelson Australia Pty Limited.
Hill, D. A. & Sasipin Sukbunpant. 2013. The Comparison of Special Education between Thailand and the United States: Inclusion and Support for Children With Autism Spectrum Disorder. International Journal of Special Education, 28 (1):1-38.
Hodkinson, A. & Vickerman, P. 2009. Key Issue in Special Educational Needs and Inclusion. London: SAGE Publications Ltd.
Jones, H. & Vail, B. 2013. Preparing Special Educators for Collaboration in the Classroom: Pre-Service Teachers’ Beliefs and Perspectives. International Journal of Special Education, 28(1): 56-68.
Kementerian Pendidikan Malaysia. 2012. Laporan Awal Ringkasan Eksekutif Pelan Pembangunan Pendidikan Malaysia 2013-2025.
Mangope, B., Magdeline, C. Mannathoko Ahmed Bawa Kuyini. 2013. Pre-Service Physical Education Teachers and Inclusive Education: Attitudes, Concerns and Perceived Skill Needs. International Journal of Special Education, 28(3): 82-92.
Manisah Mohd Ali, Norzaini Azman, & Zalizan Mohd Jelas. 2003. Sokongan ibu bapa, guru-guru, pelajar normal dan profesional kepada pelajar-pelajar khas di Malaysia. Prosiding Seminar Pendidikan Serantau Pekan Baru. 15-16 Mei.
Manisah Mohd Ali, Ramlee Mustapha & Zalizan Mohd Jelas. 2006. An Empirical Study on Teachers’ Perceptions towards Inclusive Education in Malaysia. International Journal of Special Education, 21(3): 36-44.
Mohd Hanafi Mohd Yasin, Hasnah Toran & Shaharuddin Shaari. 2008. Perlaksanaan Program Inklusif di Sekolah Menengah Teknik dan Sekolah Menengah Harian. Jurnal Pendidikan. 2(1): 44-45.
Mohd Hanafi mohd Yasin, Hasnah Toran, mohd Safani Bari & Mashitah Khalis. 2012. Perkembangan Akademik dan Sosial Emosi Pelajar Bermasalah Pendengaran. Fakulti Pendidikan, Universsiti Kebangsaan Malaysia.
Ogelman, Hulya Gulay & Secer, Zarife. 2012. The Effect Inclusive Education Practice during Preschool Has on the Peer Relations and Social Skills of 5-6-Year Olds with Typical Development. International Journal of Special Education, 27(3): 169-175.
Salend, S. J. 2011. Creating Inclusive Classrooms. Upper Saddle River New Jersey: Pearson Education, Inc.
UNESCO. 1994. The Salamanca Statement and Framework for Action on Special Needs Education. Salamanca: UNESCO.
WHO. 2011. World Report on Disability. Geneva: World Health Organization. ssentials.