Perspectives of Special Education Senior Assistant Teachers on Policies of Inclusive Education Programs in Schools

Abstract

This study aims to explore the perspectives of Special Education Senior Assistant Teachers in terms of their knowledge, perceptions and challenges on the implementation policies of the Inclusive Education Programs (IEP) in schools. This is a case study that uses a qualitative approach involving 3 study participants who are Senior Assistant Teachers of Special Education in primary schools in Kapit, Sarawak. A set of structured interview protocol was used as the research instrument. Data from the interview was analysed verbatim. The findings show that Special Education Senior Assistant Teachers positively perceive implementing IEP's policies. This is because they feel there is not much workload support from the school community, especially school administrators and students with special needs who can learn with mainstream students. The study also found that Special Education Senior Assistant Teachers have good knowledge in the implementation of IEP's policies in schools. However, they have challenges implementing IEP policies in schools, such as lack of infrastructure facilities, teaching staff and the covid-19 pandemic. This study gives the impression that the existing IEP's policies in Malaysia have positive impact in providing quality educational opportunities, inclusive and fair to all children, especially children with disabilities.