ACCEPTANCE AND REJECTION ON STUDENTS WITH SPECIAL NEEDS (SSN) IN SECONDARY INCLUSIVE CLASSROOM

Abstract

This study aims to identify the level of rejection and acceptance on Secondary Inclusive Classroom at Hulu Selangor District, Selangor, Malaysia. The study involves 10 schools with a sample comprises of 100 teachers from various educational backgrounds in the Inclusive Education Program. This study uses a set of instrument containing 40 questions to measure level of acceptance on secondary inclusive classroom. The findings showed that in terms of acceptance, there are 97% respondents who agree that SSN join the curriculum and co-curriculum together with mainstream students, 93% - 97% of the respondents accept the presence of SSN, 86% - 99% of special education teachers and mainstream teachers collaborate their teaching aids preparation, a total of 75% respondents increase cooperation between students and teachers and finally 84% are willing to accept the presence of SSN in the classroom. The findings also showed that only 2% up to 12% respondents reject the presence of SSN in the inclusive classroom for curriculum implementation and provision of teaching aids. Implication of the study indicates that the presence of SSN in the secondary inclusive classroom brings good impact for both teachers and SSN.