Acceptance and Readiness of Mainstream Teachers Towards Special Education Students in Inclusive Education Programmes

Abstract

This study assessed mainstream teachers' acceptance of special education students participating in Inclusive Education Programmes and evaluated teachers' readiness to teach them. A quantitative survey was conducted among 86 mainstream teachers from 17 primary and secondary schools in Kota Belud, Kota Marudu and Kudat, Sabah. Data were collected using a five-point Likert-scale questionnaire and analysed using descriptive statistics. Teachers recorded a moderate level of acceptance (M = 3.69). They strongly believed that inclusive education could improve student achievement and reported that the presence of special education students did not disrupt mainstream students. Their weakest area was knowledge of effective implementation methods (M = 2.98). Teachers' readiness was also positive, with an overall mean of 3.80 based on the item means. High scores were recorded for adapting pedagogy, working with parents, spending additional time with students and recognising every student's right to education. Lower scores concerned the adequacy of classroom facilities and the need for further training. The findings indicate that mainstream teachers are receptive to inclusion but require clearer implementation guidance, professional development, teaching resources and cooperation with special education teachers. These forms of support can translate positive attitudes into effective inclusive classroom practice.