Penerimaan Guru Tadika Terhadap Pendidikan Inklusif dalam Kalangan Murid Berkeperluan Khas

Acceptance of Kindergarten Teachers Towards Inclusive Education among Students with Special Needs

Abstract

Murid berkeperluan Pendidikan Khas (MBPK) berhak diberikan pendidikan yang khusus disebabkan mereka mempunyai masalah pembelajaran atau ketidakupayaan yang menyukarkan mereka untuk belajar. Seiring dengan perkembangan sistem pendidikan yang sentiasa berubah, berlakunya permintaan yang tinggi daripada ibu bapa terhadap Program Pendidikan Inklusif (PPI) bagi menyediakan persekitaran pembelajaran yang sama dengan kanak-kanak tipikal. Hal ini kerana, pendidikan inklusif membawa pengaruh dan kesan yang positif dalam diri kanak-kanak baik kanak-kanak terhadap diri kanak-kanak. Bagi memastikan aspirasi semua murid di dalam kelas yang mengimplementasikan pendidikan inklusif dipenuhi, kesediaan guru dalam mengendalikan murid berkeperluan pendidikan khas adalah sangat penting. Oleh hal demikian, soal selidik telah digunakan dalam kajian tinjauan bagi mengenal pasti kesediaan guru terhadap pendidikan inklusif dalam kalangan murid berkeperluan pendidikan khas adalah sangat penting. Oleh hal demikian, soal selidik telah digunakan dalam kajian tinjauan bagi mengenal pasti kesediaan guru terhadap pendidikan inklusif dalam kalangan murid berkeperluan pendidikan khas. Seramai 40 orang guru tadika ABIM terlibat sebagai responden kajian. Dapatan menunjukkan tahap pengetahuan guru terhadap pendidikan inklusif adalah sederhana (M = 3.04). Manakala, sikap (M = 3.44) dan amalan pengajaran guru (M = 3.61) berada pada tahap yang tinggi. Kesimpulannya, walaupun guru tadika ABIM menerima baik pelaksanaan pendidikan inklusif, namun mereka masih memerlukan pengetahuan yang lebih baik berkenaan amalan pendidikan inklusif untuk menjadikan mereka mahir kerana terdapat hubungan ketara atau signifikan antara pengetahuan yang dimiliki guru berkaitan PPI dengan amalan pengajaran guru (r = 0.607, p < 0.01). Hasil dapatan kajian ini diharapkan boleh dijadikan panduan di masa akan datang kementerian terutamanya di bahagian sektor swasta bagi merancang latihan kaedah pembelajaran yang efektif dan berkesan bagi membantu pembelajaran dan mengoptimumkan perkembangan murid berkeperluan pendidikan khas.

Students with Special Educational Needs (SEN) have the right to receive specialised education as they experience learning difficulties or disabilities that make learning more challenging for them. In line with the continuous development of the education system, there has been an increasing demand from parents for the Inclusive Education Programme (IEP) to provide a learning environment similar to that of typically developing children. This is because inclusive education has a positive influence and impact on children, particularly in supporting their overall development and social interaction. To ensure that the aspirations of all students in classrooms implementing inclusive education are fulfilled, teachers’ readiness in managing students with special educational needs is very important. Therefore, a questionnaire was used in this survey study to identify teachers’ readiness towards inclusive education among students with special educational needs. A total of 40 teachers from ABIM kindergartens were involved as respondents in this study. The findings show that the level of teachers’ knowledge regarding inclusive education is moderate (M = 3.04). Meanwhile, teachers’ attitudes (M = 3.44) and teaching practices (M = 3.61) are at a high level. In conclusion, although ABIM kindergarten teachers accept the implementation of inclusive education positively, they still require better knowledge regarding inclusive education practices in order to become more proficient. This is because there is a significant relationship between teachers’ knowledge of the Inclusive Education Programme and their teaching practices (r = 0.607, p < 0.01). The findings of this study are expected to serve as a reference in the future for the ministry, particularly within the private sector, in planning training and effective learning approaches to support the learning process and optimise the development of students with special educational needs.

KEYWORDS: Inclusive education, Teacher readiness, Teaching practice, Early Childhood Education, Special education, SDG 4: Quality education