Effect of Knowledge, Readiness and Teaching Technique in Inclusive Practices Among Mainstream Teachers in Malaysia
| Autor: | Muhamad Khairul Anuar Bin Hussin, Abdul Rahim Hamdan |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
knowledge
inclusive Alpha Value Teaching method 05 social sciences 050301 education Variance (accounting) Special education lcsh:Education (General) Education teaching technique ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Mathematics education Mainstream 0501 psychology and cognitive sciences lcsh:L7-991 Set (psychology) Null hypothesis Psychology 0503 education Inclusion (education) readiness 050104 developmental & child psychology |
| Zdroj: | International Journal of Early Childhood Special Education, Vol 8, Iss 1, Pp 1-15 (2016) |
| ISSN: | 1308-5581 |
| DOI: | 10.20489/intjecse.239573 |
| Popis: | This study examines the knowledge, readiness and teaching techniques in Inclusion Program among mainstream teachers who teach special education students. The aspects of knowledge, readiness and teaching techniques are measured based on the teacher’s experience and it was given a good effects to inclusion practices in Malaysia. This quantitative study was conducted on 276 samples. A set of questionnaires was used as the instrument in this study. The results of the analysis showed a greater acceptance in descriptive and differential variance in which null hypotheses formulated were accepted with p-value > alpha value of 0.05. Therefore, there are no differences between knowledge, readiness and teaching techniques among mainstream teachers based on their experience. The result of this study can provide input to mainstream teachers, besides giving equal opportunities to special education students. |
| Databáze: | OpenAIRE |
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