Teaching practices of excellent Special Education teachers in Malaysia: A Conceptual review
DOI:
https://doi.org/10.37134/bitara.vol18.1.3.2025Keywords:
Excellent Teacher, Teaching Practices, Inclusive Education, SDG 4, Special Education, MalaysiaAbstract
The third wave of the Malaysian Education Blueprint (2021–2025) reinforces the imperative of equitable, high-quality educational access for students with disabilities across urban and rural contexts, directly aligning with Malaysia’s national commitment to Sustainable Development Goal 4. Despite progressive policy ambitions, special education teaching in Malaysia remains constrained by outdated pedagogical practices and insufficient adaptation to heterogeneous learner needs. Recent government statistics indicate a significant increase in the number of students with special educational needs—from 88,118 in 2022 to 97,494 in 2023—underscoring the urgency for enhanced teacher competencies and innovative classroom approaches. This study uses a conceptual review approach to policy, theory and empirical studies. This conceptual review synthesises Malaysian policy frameworks, theoretical models, and educational scholarship, with particular reference to the role of Excellent Teachers (Guru Cemerlang Pendidikan Khas) and Slavin’s (1994) Model of Effective Teaching. The paper explores the dimensions of pedagogical mastery, differentiated instruction, and stakeholder engagement, establishing a conceptual foundation to guide future empirical research and reform. In doing so, it positions effective teaching practices as pivotal for realising inclusive education and advancing Malaysia’s SDG 4 agenda. This study contributes to the development of a conceptual model of effective teaching practices in special education as well as serving as a basis for future empirical research.
Downloads
References
Ahmad Affiq Mohd Yusoff, Fatin Nur Farhana Ruslan, Mohd Siddiq Abdul Aziz, & Izzaty, N. (2023). Kesediaan Guru Bahasa Melayu di Sekolah Jenis Kebangsaan Cina dalam Melaksanakan Kajian Pengajaran. JURNAL PENDIDIKAN BAHASA MELAYU.
Fariza Ezlin Zamri, & Aliza Alias. (2022). Cabaran Guru Pendidikan Khas Melaksanakan Pengajaran dan Pembelajaran Dalam Talian. Malaysian Journal of Social Sciences and Humanities, 7(5).
Hifzan Mat Hussin. (2022). Pengetahuan dan kemahiran guru Pendidikan Islam pendidikan khas masalah pendengaran dalam pengajaran iqra’. International Conference on Teacher Education 2022.
Josephine Ambon, Bity Salwana, & Azlin Norhaini. (2024). Hubungan Amalan Pembangunan Profesionalisme Berterusan Guru dengan Kualiti PdPc Guru di Sarawak. Journal of Social Sciences and Humanities, 21(4).
Kama Shaffeei, Abdul Rahim Razalli, & Shamsul Rizal Khalil. (2020). Tahap amalan pengajaran guru Pendidikan Khas di Malaysia. Seminar Amalan Terbaik PdPc Pendidikan Khas Peringkat Negeri Selangor Universiti Pendidikan Selangor (UNISEL), March, 0–19.
Kamarul Azmi Jasmi. (2010). Guru cemerlang Pendidikan Islam sekolah menengah di Malaysia: Satu kajian kes. In Universiti Kebangsaan Malaysia.
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013 - 2025. Education.
Mohd Razimi Husin, Muhammad Farhan, Suhailah Md Hamil, & Nurul. (2020). Masalah Pembelajaran Untuk Pelajar Pendidikan Khas: Dana dan Prasarana. International Journal of Humanities, Management and Social Science, 3(1), 1–10.
Mohd Rohiman Subri, & Rohizani Yaakub. (2021). Pengetahuan Pedagogi Guru Cemerlang Bahasa Melayu Dalam Pengajaran Komponen Sastera: Satu Kajian Kes. Asian People Journal, 4(1), 50–64.
Nik Hassan Seman, Mustafa Che Omar, Abdullah Yusoff, & Mohd Yusof Abdullah. (2016). Analisis permasalahan pelajar cacat pendengaran dalam pembelajaran mata pelajaran Pendidikan Islam Di Malaysia. Jurnal Ilmi Ilmi Journal Jilid, 6, 105–124.
Rosli Yacob, Mazlan Aris, & Rusmini Ahmad. (2023). Model Guru Futuristik Malaysia (GFM): Pembinaan Elemen Menggunakan Fuzzy De. Jurnal Kepimpinan PendidikanModel, 10(3), 1–12.
Samsudin, N. A. (2025). Effects of AquaExplorers Module on special education teachers’ knowledge in aquatic activity management. Asia Pacific Journal of Educators and Education. https://doi.org/10.21315/apjee2025.40.1.5
Seriayuna Sa’don Zubir. (2019). Isu Dan Cabaran Guru Pendidikan Khas di Malaysia Dan Amerika Syarikat: Satu Kajian Perbandingan. Jurnal Al-Sirat, 1(18), 170–184.
Sharifah Nurashikin Saiyed Abdullah. (2023). Amalan Pengajaran Guru Cemerlang Pendidikan Islam Dalam Bidang Sirah. Universiti Utara Malaysia.
Siti Muhibah Hj Nor, & Zetty Nurzuliana Rashed. (2018). Peranan dan cabaran guru-guru pendidikan khas membentuk kemenjadian murid-murid masalah pendengaran dalam abad ke 21. Journal of Quran Sunnah Education & Special Needs, 2(1), 1–8.
Siti Patonah Mohamad, M.Y. Zulkifli Mohd Yusoff, & Durriyah Sharifah Hasan Adli. (2014). Pengajaran dan pembelajaran al-Quran bagi golongan kelainan upaya mental: Analisis dari sumber tradisi Islam. Jurnal Islam Dan Masyarakat Kontemporari, 8(Jun), 1–19.
Viknesvari Letchumanan, Mohd Zolkifli Abd Hamid, & Abdul Murad Abd Hamid. (2024). Penerapan Kemahiran Insaniah Dalam Pengajaran Guru Bagi Murid Berkeperluan Khas di SMPK Vokasional Malaysia. Online Journal For TVET Practitioners, 9(2), 178–190.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Hifzan Mat Hussin, Kama Shaffeei, Nurul Iman Ahmad Bukhari, Nur Amalina Samsudin
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
