Malaysian teachers` predicaments in the inclusion of autistic students in inclusive program : a case study of general classroom teachers

Abstract

It has been reported that lack of professional skills and knowledge were among the barriers faced by teachers in the inclusive education practices. The aim of this study is to explore the challenges that Malaysian teachers faced when having autistic students in the inclusive program as well as to examine Malaysian teachers’ preparation on materials. The present study employed a qualitative research method with case study design through face-to-face interviews with five general classroom teachers from a secondary school in Kuala Lumpur. A self-developed instrument with 17 interview questions was used as an interview guide. Seven major themes were found through thematic analysis: 1) characteristics of autistic students, 2) intellectual ability of autistic students, and 3) general difficulties represented the challenges that Malaysian teachers faced when having autistic students in the normal classroom. While 4) skillfulness, 5) receptiveness, and 6) environmental assistance represented the ways Malaysian teachers coped with the inclusive environment. 7) Standardized pedagogy represented the teaching materials used by Malaysian teachers to cater for both autistic and mainstream students in the classroom. The results of this study may help general classroom teachers who lack skills and knowledge on inclusive education, to fulfill the needs of these autistic and mainstream students