Mainstream versus special needs educators: comparisons of knowledge levels towards their roles and responsibilities in supporting inclusive education
With inclusive systems requiring major transformation and metamorphosis to educators’ traditional responsibilities, extensive shifts to these “inclusive roles” are becoming a problem for both mainstream and special needs educators who find themselves in dexterous, multifaceted, overlapping and clash...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
|
| Online Access: | http://journalarticle.ukm.my/15244/1/39081-129354-1-PB.pdf |
| _version_ | 1796932214810738688 |
|---|---|
| author | Mah, Joanna Tjun Lyn Loh, Sau Cheong Noor Aishah Rosli, |
| author_facet | Mah, Joanna Tjun Lyn Loh, Sau Cheong Noor Aishah Rosli, |
| author_sort | Mah, Joanna Tjun Lyn |
| collection | UKM |
| description | With inclusive systems requiring major transformation and metamorphosis to educators’ traditional responsibilities, extensive shifts to these “inclusive roles” are becoming a problem for both mainstream and special needs educators who find themselves in dexterous, multifaceted, overlapping and clashing responsibilities. This study examined and compared the knowledge levels of 608 mainstream and special needs educators across Malaysia towards their roles and responsibilities in supporting inclusive education in Malaysian primary schools in three stages, namely the pre-transition during transition, and post-transition stage. Questionnaire was constructed to collect data, and the data obtained was analysed descriptively. Findings indicated a general lack of knowledge among mainstream educators and special needs educators in all stages of the transition process, which is symptomatic that both groups of educators are beyond their capabilities, competencies and incontrovertibly their skills and knowledge in inclusive education. Furthermore, findings revealed that the special needs educators are marginally more knowledgeable in supporting inclusion as compared to the mainstream educators at all stages of inclusive transitions. The findings implicate that the transformation from traditional roles to modern inclusive job roles interfere with the comparison in knowledge levels between both mainstream and special needs educators and the lack of role clarity may be related to self-depreciating feelings and self-reports of lower confidence in their knowledge ability. |
| first_indexed | 2024-03-06T04:29:33Z |
| format | Article |
| id | ukm.eprints-15244 |
| institution | Universiti Kebangsaan Malaysia |
| language | English |
| last_indexed | 2024-03-06T04:29:33Z |
| publishDate | 2020 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| record_format | dspace |
| spelling | ukm.eprints-152442020-09-22T04:07:49Z http://journalarticle.ukm.my/15244/ Mainstream versus special needs educators: comparisons of knowledge levels towards their roles and responsibilities in supporting inclusive education Mah, Joanna Tjun Lyn Loh, Sau Cheong Noor Aishah Rosli, With inclusive systems requiring major transformation and metamorphosis to educators’ traditional responsibilities, extensive shifts to these “inclusive roles” are becoming a problem for both mainstream and special needs educators who find themselves in dexterous, multifaceted, overlapping and clashing responsibilities. This study examined and compared the knowledge levels of 608 mainstream and special needs educators across Malaysia towards their roles and responsibilities in supporting inclusive education in Malaysian primary schools in three stages, namely the pre-transition during transition, and post-transition stage. Questionnaire was constructed to collect data, and the data obtained was analysed descriptively. Findings indicated a general lack of knowledge among mainstream educators and special needs educators in all stages of the transition process, which is symptomatic that both groups of educators are beyond their capabilities, competencies and incontrovertibly their skills and knowledge in inclusive education. Furthermore, findings revealed that the special needs educators are marginally more knowledgeable in supporting inclusion as compared to the mainstream educators at all stages of inclusive transitions. The findings implicate that the transformation from traditional roles to modern inclusive job roles interfere with the comparison in knowledge levels between both mainstream and special needs educators and the lack of role clarity may be related to self-depreciating feelings and self-reports of lower confidence in their knowledge ability. Penerbit Universiti Kebangsaan Malaysia 2020 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/15244/1/39081-129354-1-PB.pdf Mah, Joanna Tjun Lyn and Loh, Sau Cheong and Noor Aishah Rosli, (2020) Mainstream versus special needs educators: comparisons of knowledge levels towards their roles and responsibilities in supporting inclusive education. Jurnal Pendidikan Malaysia, 45 (1). pp. 30-40. ISSN 0126-6020 / 2180-0782 http://ejournal.ukm.my/jpend/issue/view/1250 |
| spellingShingle | Mah, Joanna Tjun Lyn Loh, Sau Cheong Noor Aishah Rosli, Mainstream versus special needs educators: comparisons of knowledge levels towards their roles and responsibilities in supporting inclusive education |
| title | Mainstream versus special needs educators: comparisons of knowledge levels towards their roles and responsibilities in supporting inclusive education |
| title_full | Mainstream versus special needs educators: comparisons of knowledge levels towards their roles and responsibilities in supporting inclusive education |
| title_fullStr | Mainstream versus special needs educators: comparisons of knowledge levels towards their roles and responsibilities in supporting inclusive education |
| title_full_unstemmed | Mainstream versus special needs educators: comparisons of knowledge levels towards their roles and responsibilities in supporting inclusive education |
| title_short | Mainstream versus special needs educators: comparisons of knowledge levels towards their roles and responsibilities in supporting inclusive education |
| title_sort | mainstream versus special needs educators comparisons of knowledge levels towards their roles and responsibilities in supporting inclusive education |
| url | http://journalarticle.ukm.my/15244/1/39081-129354-1-PB.pdf |
| work_keys_str_mv | AT mahjoannatjunlyn mainstreamversusspecialneedseducatorscomparisonsofknowledgelevelstowardstheirrolesandresponsibilitiesinsupportinginclusiveeducation AT lohsaucheong mainstreamversusspecialneedseducatorscomparisonsofknowledgelevelstowardstheirrolesandresponsibilitiesinsupportinginclusiveeducation AT nooraishahrosli mainstreamversusspecialneedseducatorscomparisonsofknowledgelevelstowardstheirrolesandresponsibilitiesinsupportinginclusiveeducation |