TSLB 3132 PISMP BI (SK) 1 JUN 17

Introduction
In line with the global trend towards inclusive education, Malaysia has
began its efforts to include special need students in mainstream education
through its involvement in workshops and activities initiated by the United
Nations (UN) and United Nations Educational, Scientific and Cultural
Organisation (UNESCO). Although huge strides have been taken in the
provisions and allocations for special needs education in Malaysia, inclusive
education seems elusive to many children who need it. Thus, this essay will
describe the issues and challenges in the implementation of Inclusive
Education and factors that play a role in the successful implementation of
Inclusive Education Programme in schools.

Issue/ challenge 1
One of the challenges in implementing Inclusive Education
programme in school is teachers having difficulties in handling students with
special needs. A study by Mahlo (2011), reiterates that most classroom
teachers indicate that they need intensive training in inclusive education so
that they are able to support learners with special educational needs (SENs)
in their classes. The classroom teachers were frustrated by situations that
they were unable to handle, such as abuse children had experienced.
Therefore, it is significant for teachers to develop the knowledge and skills in
handling and teaching these disabled children because if teachers are not
trained in managing all children in the classroom, it will be difficult for them to
handle the teaching (Agbenyega, 2007).

Issue/ challenge 2
Moreover, parent’s attitude towards children with disabilities and their
education can be a serious barrier in achieving inclusion education too. Some
parents might believe that their child cannot be educated like non-disabled
children or be overprotective of their children, which hamper the
placement process as well as educational outcome of their children. When the
parents are not interested, they will not involve themselves with their child’s
education or interaction with their teacher, whereas when the parents are too
overprotective, they will have unrealistic expectations from the child and the

1
 TSLB 3132 PISMP BI (SK) 1 JUN 17

child’s teachers. In fact, both attitudes can shape children in negative ways
because they will be less motivated and feel not confident thus make it harder
for them to learn.

Factor 1
Collaborative Support Services by government and Non - Government
Organisation (NGO) has become a major factor in implementation of the
successful Inclusive Education Programme in schools. In the case of children
with disabilities, the concerned NGOs often provide equipment that they need
like hearing aids, wheelchairs and many more to schools or to individuals so
that they could learn better in the classroom. Moreover, the National Early
Childhood Intervention Council (NECIC) also has actively campaigns for
effective early childhood intervention methods and improving the special
needs education system for children with disabilities so that children with
SENs could get the right education like other normal students.

Factor 2
Furthermore, facilities and infrastructures play an important factor in
serving special needs students in inclusive school as it gives accessibility for
them. According to Gargiulo (2006), place where a student receives the
education problem will actually affect the attitudes, achievement and social
development. Besides, Crozier & Sileo (2005), also states that in order to
increase success for students with disabilities in the regular curriculum,
teachers from among students of special and normal children must work
together. Therefore, the specific infrastructure such as barrier-free facilities,
wheelchair access, a comfortable classroom and safety aspects should be
taken into account for teaching and learning purposes so that implementation
of the Inclusive Education Programme in schools can be successful.

Closure
In conclusion, . Inclusive education is not something that is easy to be
done. There are many challenges and factors that have to be taken into
consideration while implementing inclusive education in the school. Thus, it is
the obligation for all agencies and parties to take part in establishing

2
 TSLB 3132 PISMP BI (SK) 1 JUN 17

successful inclusive education in Malaysia.

(610 words)

References

3
 TSLB 3132 PISMP BI (SK) 1 JUN 17

Agbenyega, J. S. (2007). Attitudes Towards Inclusive Education in Africa

Scale (ATIAS): An Instrument to measure teachers' attitudes towards
inclusive education for students with disabilities. Journal of Research
and Development in Education, 5, pp. 1-15.

Crozier, S. & Sileo, N. M. (2005). Encouraging positive behavior with social

stories: An intervention for children with autism spectrum disorders.
Teaching Exceptional Children. 37(6). 26-31.

Gargiulo, R. (2006). Special Education in Contemporary Society: An

Introduction to Exceptionality. Belmont , CA: Wadsworth / Thomson
Learning.

Mahlo F.D. (2011). Experiences of learning support teachers in the

foundation phase. with reference to the implementation of inclusive
education in Gauteng, University of South Africa, Pretoria.