Kekangan guru tadika untuk menerima kanak-kanak berkeperluan khas
The barriers faced by kindergarten teachers in accepting children with special needs
DOI:
https://doi.org/10.37134/saecj.vol9.no2.8.2020Keywords:
kekangan, guru tadika, kanak-kanak berkeperluan pendidikan khas, barriers, kindergarten teachers, special needs childrenAbstract
Tujuan kajian ini adalah untuk mengkaji kekangan yang dihadapi oleh guru tadika untuk menerima kanak-kanak berkeperluan pendidikan khas di dalam bilik darjah. Pendekatan secara kuantitatif digunakan dengan menggunakan kaedah tinjauan secara persampelan bukan rawak bagi memilih responden. Seramai n=77 orang guru tadika yang bertugas mengajar kanak-kanak sekitar umur lima hingga enam tahun di tadika. Analisis deskriptif menunjukkan tahap penilaian min adalah sederhana dan tinggi bagi pembolehubah kekangan guru tadika untuk menerima kanak-kanak berkeperluan pendidikan khas di tadika mereka dengan nilai sisihan piawai yang tinggi. Kajian ini diharapkan setiap tadika dapat menerima sepenuhnya kanak-kanak berkeperluan pendidikan khas tanpa sebarang bias sekaligus dapat mencapai matlamat Pelan Pembangunan Pendidikan Malaysia (PPPM) untuk melaksanakan pendidikan inklusif di dalam pendidikan awal kanak-kanak di Malaysia.
The study was aimed to investigate the barriers faced by kindergarten teachers in accepting children with special education needs classroom settings, as well as academic qualification that they received. A quantitative approach was adopted by using a survey with a non-random sampling. n=77 preschool teachers who were currently teaching five to six years old children in kindergartens were involved. Descriptive analysis explained that mean value was average to high for the variable barriers for teachers in accepting children with special needs. The study was hoped to imply on the acceptance of special needs children in private and public kindergartens is under consideration and following the rules and regulations. It is hoped that the aim of Blueprint for Educational Development Malaysia can be executed by implementing inclusive education in the early childhood education.
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