Inclusion in Malaysian Integrated Preschools

Autor/inn/en	Sukumaran, Sailajah; Loveridge, Judith; Green, Vanessa A.
Titel	Inclusion in Malaysian Integrated Preschools
Quelle	In: International Journal of Inclusive Education, 19 (2015) 8, S.821-844 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2014.981229
Schlagwörter	Foreign Countries; Preschool Education; Preschool Children; Inclusion; Special Needs Students; Special Education Teachers; Beliefs; Teacher Attitudes; Educational Practices; School Culture; Skills; Competence; Guidance Programs; Severe Disabilities; Teaching Load; Educational Policy; Questionnaires; Teacher Characteristics; Teacher Surveys; Institutional Characteristics; Performance Factors; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Inklusion; Sonderpädagogischer Förderbedarf; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Lehrerverhalten; Bildungspraxis; Schulkultur; Schulleben; Skill; Fertigkeit; Kompetenz; Severe disability; Schwerbehinderung; Lehrdeputat; Politics of education; Bildungspolitik; Fragebogen; Leistungsindikator
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01