Skills, Knowledge, and Attitudes of Teachers in Implementing Integrated Special Education Program (Learning Disabilities) in National Secondary Schools in Peninsular Malaysia

Abstract

Special education transformation requires Special Education (SE) teachers to have competent skills, attitudes, and knowledge to provide the best education so that the potential of students with special needs (SNS) can be developed. However, SE teachers face challenges because these students suffer mental, emotional, behavioral, and sensory problems as well as physical. Therefore, this study aims to identify the level of skills, knowledge, and attitudes of teachers in implementing and conducting the Integrated Special Education Program - Learning Disabilities (ISEP-LD) in national secondary schools in peninsular Malaysia. A quantitative study was conducted on 409 teachers from 242 secondary schools implementing ISEP. Data were collected using a set of questionnaires containing 44 items. The data were analyzed descriptively using SPSS software to obtain the information on the research questions. The results found that the level of skills, knowledge, and attitudes of teachers in implementing ISEP-LD was moderately high. Therefore, the findings of this study can provide valuable input to the MOE in providing appropriate courses and training for ISEP teachers to improve skills, knowledge, and attitudes in implementing the teaching and learning of SNS in schools.