Inclusion in Malaysian integrated preschools

Abstract

Inclusive education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of inclusive education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated preschools asking them about the level and nature of inclusion taking place in their preschools and their perceptions and beliefs about inclusion. There was little evidence of practices of inclusion taking place. Both regular and special educators agreed that SEN should be educated alongside their peers in a school but were unlikely to agree that the SEN students should be in the same classroom. Factors identified as influencing inclusion included school culture, skills and competency, guidance and information, workload and students' disabilities. More guidelines and support are required for successful inclusion in Malaysian integrated preschools.

Keywords:

• inclusive education
• curriculum and instruction
• education policy

Acknowledgements

The authors would like to express their sincere thanks to the research participants for sharing their views, knowledge and experiences which provided valuable information to complete this study successfully.

Funding

This research was supported by the federal training scholarship from the Malaysian MOE and postgraduate research grant from Victoria University of Wellington.

Notes on contributors

Sailajah Nair Sukumaran is a lecturer at the Malaysian Institute of Teacher Education. She received her Bachelors Degree in Early Childhood Education and MEd in Special Education from University of Malaya. Her Ph.D. degree was from Victoria University of Wellington, New Zealand. Her research interests include inclusive education, and early childhood education for children with special needs.

Judith Loveridge is a Senior Lecturer in the School of Education at Victoria University of Wellington, New Zealand. She teaches in the area of learning and development and research methods. Her research interests include learning, informal learning, diversity, ethics and student voice. She is currently Co-Editor for the New Zealand Journal of Educational Studies.

Dr Vanessa A. Green is a Professor in the School of Education at Victoria University of Wellington. As a developmental psychologist she teaches in the area of human development, with a particular focus on social development. Her research interests include developmental disabilities, peer relationships and bullying. She is currently Associate Editor for Intervention in School and Clinic and the International Journal of Disability, Development and Education.