rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teachers' readiness to implement inclusive education in primary school classrooms in Selangor
  name:
    name part: Harvindar Kaur
    role:
      role term: creator
    role:
      role term: author
  name:
    name part: Ratnawati Mohd Asraf
    role:
      role term: degree supervisor
  name:
    name part: Ismail Sheikh Ahmad
    role:
      role term: degree supervisor
  name:
    name part: International Islamic University Malaysia
    name part: Kulliyyah of Education
  genre: Theses, IIUM local
  origin info:
    place:
      place term: my
    date issued: 2021
  language:
    language term: eng
  physical description:
    extent: xii, 161 leaves : illustrations ; 30cm.
  abstract: This study was aimed at investigating the readiness of teachers to implement inclusive education in primary school classrooms in the state of Selangor. For this purpose, their knowledge, beliefs, attitudes and confidence pertaining to teaching in an inclusive setting were examined. The researcher also delved into the teachers' perceived school readiness to implement inclusive education. As the researcher was keen to examine the beliefs and attitudes of a great number of participants scattered over a large geographical area, it was necessary to use a questionnaire to collect the data because the questionnaire also consists of an open-ended section in which the teachers were given the opportunity to express their feelings freely about teaching children with learning disabilities in mainstream classrooms. The questionnaires were administered to a total of 1027 primary school teachers from 14 schools in the state of Selangor. Although only 925 of them participated and returned the completed questionnaires, this number is considered sufficient, as it is equivalent to a 90% return rate. Overall, the results of this study revealed that the teachers were knowledgeable about inclusive education, but they were not conversant with the needs of children with learning disabilities. With regard to their beliefs concerning inclusion, the majority of them anticipated the possibility of learning-disabled children being discriminated by teachers. It was also discovered that most of the teachers were not in favour of learning-disabled children being placed in mainstream classrooms and they were not mentally prepared to teach the children. In addition to those findings, it was also found that administrators of the schools in which the teachers teach, are quite accommodating and supportive of inclusive education as they constantly encourage the teachers to enhance their professional development. However, one of the obstacles to school readiness for inclusion as indicated by the teachers…
  note: by Harvindar Kaur
  note: Abstracts in English and Arabic.
  note: "A dissertation submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in Education."--On title page.
  note: Thesis (Ph.D)--International Islamic University Malaysia, 2021.
  note: Includes bibliographical references (leaves 128-142).
  subject:
    geographic code: a-my---
  subject:
    topic: Inclusive education
    topic: Study and teaching
    geographic: Malaysia
  subject:
    topic: Teachers
    topic: Practice
    geographic: Malaysia
  subject:
    topic: Teachers of children with disabilities
  classification: LC3965
  identifier: http://studentrepo.iium.edu.my/handle/123456789/10701
  record info:
    record content source: UIAM
    record creation date: 210917
    language of cataloging:
      language term: eng