Main Article Content
This study aims to evaluate the implementation of the Integrated Special Education Program-Learning Disabilities (ISEP-LD) in secondary schools in Peninsular Malaysia. This study examines the contribution of ISEP-LD (input) components toward goal achievement (product). This study found two important sources of input, human resources, and non-human resources. The data showed that the non-human resources input is the key aspect that assists special education teachers to achieve teaching and learning goals, which are the in-service training (IST), scheduling, parent and community, as well as financial support. On the other hand, for the human resource input, only the knowledge aspect contributed to the teaching and learning process of special education teachers. The education of students with special needs (SNS) has never been neglected by the government. Therefore, this study provides information to the government so that the integrated special education program could be continued with improvement by focusing on the regular in-service training for special education teachers.