ARTICLE REVIEW

The article that I have been review is Teachers Perception towards Inclusive Education in Malaysia,
in short this article is about an empirical study which focuses on the regular classroom teacher and
special education teachers as a respondent towards their insight on inclusive education in Malaysia
and their knowledge and attitudes to have a students with special needs. Briefly inclusive education is
an educational practice of educating children with disabilities in classroom with children without
disabilities. Based on Ministry of Education, those are categories as student special needs are
physically-sensory deficiencies (visual handicap and hearing handicap) and learning disabilities.
Before this, students with visual and hearing impairments, they are placed in special schools or in the
integration programme in the mainstream school same goes with learning disabilities students also set
in the integration programme in the mainstream schools.
Generally, Malaysians began to influence in inclusive education by participate in International level
in seminar and workshop that conducted by UNESCO activities. In 1990, The Worlds Declaration on
Education for All which emphasize on integration initiatives and equity issues for all including those
with special then in 1993 the seminar was hold at china and the final outcomes of the seminars and the
workshop on the special education and Education for All that prior changes from integration to
inclusion. The conception of inclusive presumes that regular classes can be developed and altered so
the needs of disabilities students can be met. Inclusive education was first exposed in the mid-1990s
as reformation that stress on the students with special needs. In order to develop this curriculum in our
education system it is have misconception the term of inclusive education by department that develop
the policy and teachers itself. By Education act 1996 construct the national circumstances towards the
special education to integrate and to make inclusive education for those that be isolated and when
requisite.
According to Heiman (2004), students with disabilities to place in mainstream classroom should
through the standard test that conducted in term of psychological and educational. Usually a special
education teacher plays their role as an addition academic support for those students with special
needs in mainstream classroom. In order to make sure the inclusion are successful so school needs to
instruct more regular classroom teachers to manage disabilities students in their classes.
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Based on, this article the authors research come out with 3 major divisions that have questioned in
their survey about the inclusive education in Malaysia ; 1) Perception and knowledge of teacher
towards inclusive education in Malaysia. 2) Collaborative efforts between mainstream and special
education teachers in inclusive classroom. 3) Strategies to improve inclusive education. To determine
the result of the education service among the special needs students in Malaysia, this an empirical
study which means a way of going knowledge by means of direct and indirect observation or
experiences based on the respondent itself.
For the first part that they survey on the perception and knowledge of the teachers towards the
inclusive education, the majority of the respondent agreed that inclusive education is necessary for the
disabilities students. However, more than 50 percents of respondent favour in notion that students
with special needs will academically preferable in inclusive classroom also integrated in regular
classroom with the normal students. I agreed with this point because for me, our education system
should not discriminate those are disability students to have their right to gain equal and similar
instruction and knowledge like their normal friends from mainstream classroom teacher. According
educational Act 1996, we are hold a term of Education for All , the disability students just not get the
similar or equal knowledge and experience but also have justice to help themselves to be a better
person in future.
The second items which the important collaboration between special education teachers and
mainstream classroom teacher in inclusive classroom. This is essential factor that be influence
classroom environment for those regular teacher that need to have students with special needs in their
class because most of respondent concurred that the role of special education teachers are to assist,
support, guide and also motive disability to have meaningful learning with their normal friends. The
success of the inclusive program depends among others that means the teachers and students should
play their role and the attitudes of the classroom teachers towards the disabilities children
(Zalizan,1992). For the strategy to improve inclusive education, the most respondent choose that
mainstream classroom teachers lack the exposure and the skills to deal with students with the special
needs also less guidance and cooperation from the special education teachers and limited resources in
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the teaching and learning of students with special needs. The exposure to inclusive education is
important in order for the teachers to accept the form of the education programme also to realize the
role in implementing inclusive education. According to Zalizan (200) , the teachers willingness to
adapt and change is necessity to make sure that the teaching and learning process is smooth based on
the abilities of those students. In school we have a principal or headmaster to enhance in order to
implement the inclusive education in their school. They should discuss or share their problem to cope
or handle the students with the special needs so in future they are able to handle those students not just
the teachers but the school administrations as well. Moreover, this finding show that inclusive
education will successfully implement if the teachers competency is improved so a course that
related to the inclusive education should be develop especially to the teachers that lack of exposure
an training in special education. Other than that, the role teacher training institutes are very crucial to
cooperate with the inclusion concept as a part of curriculum. It is advantages for the future teachers
to-be to have a knowledge or skill to handle with students with special needs in advanced.
The finding show that this study was indicates teachers positive perception towards the
implementation of inclusive education program in our curriculum system. The study also shows that
we need to improve such cooperation between mainstream classroom teachers with the special
education teachers and improvise in term of preparation to train regular teachers in handling and
teaching disabilities students. Besides that, the authorities need increasing the effort to promote
inclusive education to the public as well to the stakeholders. During the presentation, one of the
audiences ask me about the training teachers that help regular classroom teachers as well call special
education teachers? The answer is yes if the need to guide, support or motivate students with the
special needs or disabilities students can called as special education teachers. The second one are
ask by our lecturer, he ask what is your own perception towards the inclusive education?. My option
as a person that study in education field and get influences from school environment honestly it was
the first time I heard about the inclusive education even though I have disability friends before this in
school. Honestly I think that regular teachers itself need to have a knowledge or have a willingness to

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teaching a students with special needs give them similar and equally right to place in mainstream and
also provide a justice to them.

REFERENCES
Manisah, M. A., Ramlee, M., & Zalizan, M. J., (2006) An Empirical Study On Teachers Perception
Towards Inclusive Education In Malaysia. International Journal Of Special Education, 21(3).
Heiman, T., (2004). Teachers coping with changes: including students with disabilities in mainstream
classes : An international view. International Journal of Special education, 19(2).