BARRIERS TO EFFECTIVE IMPLEMENTATION OF INCLUSIVE EDUCATION FOR AUTISM IN MALAYSIAN PRIMARY SCHOOLS

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MBA STRATEGIC PROJECT
Su name: GOH
Fi s Name: JONATHAN
Ini ials: JG
S uden ID:
B01665586
Cou se Code: BUSN (11076)
(FFAFDFSAF)
P ojec Supe iso : P o .D Ian Mackechine
P ojec Ti le: BARRIERS TO EFFECTIVE IMPLEMENTATION OF INCLUSIVE EDUCATION
FOR AUTISM IN MALAYSIAN PRIMARY SCHOOLS
Submission Da e: 6 h Decembe 2024
Please ick app op ia e box:
I gi e pe mission o my p ojec o be made a ailable o e e ence in he
Uni e si y o he Wes o Sco land lib a y.
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I do no wish my p ojec o be made a ailable in he Uni e si y o he Wes o
Sco land lib a y as i con ains con iden ial in o ma ion.
I ce i y ha all ma e ial in his p ojec which is no my own is duly acknowledged.
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The copy igh o his p ojec es s wi h he au ho . No quo a ion om i should
be published wi hou he p io w i en consen and in o ma ion de i ed om i
should be acknowledged.
Signed………………………………………………………………
TABLE OF CONTENTS
MBA STRATEGIC PROJECT
............................................................................................................................ 400
ABSTRACT .............................................................................................................................................................. 402
Chap e 1: In oduc ion .............................................................................................................................................. 403
1.1 Backg ound o he S udy ................................................................................................................................. 403
1.2 P oblem S a emen .......................................................................................................................................... 404
1.3 Resea ch aim ................................................................................................................................................... 405
1.4 Resea ch objec i es ......................................................................................................................................... 405
1.5 Resea ch Ques ions ......................................................................................................................................... 405
1.6 Signi icance o he S udy ................................................................................................................................ 405
Chap e 2: Li e a u e Re iew ..................................................................................................................................... 405
2.1 O e iew o Au ism Spec um Diso de ......................................................................................................... 405
2.2 IE Policies in Malaysia o Au is ic Child en .................................................................................................. 406
2.3 Theo e ical F amewo k ................................................................................................................................... 407
2.4 Va iables ......................................................................................................................................................... 409
2.4.1 Dependen Va iable ................................................................................................................................. 409
2.4.2 Independen Va iables ............................................................................................................................. 409
2.5 Hypo hesis ....................................................................................................................................................... 410
2.6 Concep ual F amewo k ................................................................................................................................... 411
2.7 Summa y ......................................................................................................................................................... 411
Chap e 3: Me hodology ............................................................................................................................................ 411
3.1 In oduc ion ..................................................................................................................................................... 411
3.2 Resea ch Design .............................................................................................................................................. 412
3.3 Resea ch App oach ......................................................................................................................................... 412
3.4 Sampling Me hod ............................................................................................................................................ 412
3.5 Da a Collec ion ................................................................................................................................................ 413
3.6 Da a Analysis .................................................................................................................................................. 413
3.7 Summa y ......................................................................................................................................................... 414
Chap e 4: Da a collec ion and analysis ..................................................................................................................... 415
4.1 In oduc ion ..................................................................................................................................................... 415
4.2 Thema ic analysis ............................................................................................................................................ 415
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Theme 1: Challenges and Oppo uni ies in Implemen ing Inclusi e Educa ion o S uden s wi h Au ism
Spec um Diso de (ASD) ................................................................................................................................. 415
Theme 2: A Ta ge ed T aining and P o essional De elopmen is needed o Enhance P epa edness o Teaching
S uden s wi h Au ism Spec um Diso de (ASD) ............................................................................................. 415
Theme 3: Inno a i e Cu iculum Adap a ion S a egies o Suppo ing S uden s wi h Au ism Spec um Diso de
(ASD) ................................................................................................................................................................ 416
Theme 4: Insu icien Resou ces and Suppo Sys ems o Teaching S uden s wi h Au ism Spec um Diso de
(ASD) ................................................................................................................................................................ 416
Theme 5: Va iable Collabo a ion Be ween Pa en s and Specialis s in Suppo ing S uden s wi h Au ism Spec um
Diso de (ASD) ................................................................................................................................................. 416
4.3 S a is ical analysis ........................................................................................................................................... 417
4.4 Hypo hesis es ing ........................................................................................................................................... 421
4.5 Summa y ......................................................................................................................................................... 422
Chap e Fi e: Summa y o indings, discussion & ecommenda ions ....................................................................... 422
5.1 Summa y o esea ch indings ......................................................................................................................... 422
5.2 Discussion/Conclusions .................................................................................................................................. 423
5.3 Recommenda ions ........................................................................................................................................... 423
5.4 Limi a ions o he S udy .................................................................................................................................. 423
5.5 Recommenda ions o Fu u e S udies ............................................................................................................. 424
Re e ence Lis ............................................................................................................................................................ 424
Appendix 1: In e iew ansc ip ........................................................................................................................... 426
ABSTRACT
The p esen esea ch examines he ba ie s expe ienced in he IE policies o child en wi h ASD in unde s anding he
con ex o implemen a ion in he Malaysian p ima y schools. Au ism is a de elopmen al diso de o child en ha
ca ego ies he unde s anding o language, in e ac ion wi h o he s, and lea ning, which is inc easing in Malaysia. While
IE has been an in ended policy o imp o e he educa ion o s uden s wi h disabili ies by placing hem in gene al
class ooms, his s udy e eals se e al ba ie s o he success ul implemen a ion o he policy o au is ic s uden s. The
eme ging issues include a sho age o quali ied educa ion p o essionals, he lack o eache s’ knowledge o he
diso de , and a sca ci y o sui able educa ional esou ces. The s uc u e o school cu iculum in Malaysia is e y
in lexible and does no o e much lexibili y o ca e wi h he equi emen o he child en wi h ASD. This esea ch
seeks o ind ou he challenges ha hinde he use o IE as well as gain unde s anding on he conce ns ha in ela ion
o cu iculum and p o essional de elopmen o ASD s uden s. Mo eo e , ocusing on he esul s o he ecen s udies
and policies, he esea ch s esses he need in sea ching o new app oaches o minimise he exis ing educa ional
p ac ices o he child en wi h ASD. The s udy p o ides policy make s, educa o s, and heal hca e p ac i ione s wi h a
clea guideline o designing policies and in e en ions ha enhance school expe iences o child en wi h au ism in
Malaysia. F om his s udy, he sec o s whe e he educa ion sys em ails o suppo he child en and whe e imp o emen
can be a emp ed in o de o ad ance he agenda o inclusi e educa ion o all will be iden i ied.
This esea ch is quali a i e and quan i a i e in design, and mixed me hods. The quan i a i e pa in ol es
asking 310 eache s, using closed-ended ques ionnai es, wha hey a e hinking and expe iencing a ound IE policies.
A he same ime, quali a i e da a will be collec ed h ough semi-s uc u ed in e iews wi h 10 selec ed eache s and
adminis a o s o ge hei insigh and pe sonal pe spec i e. This dual pedagogy is designed o o e a mo e de ailed
desc ip ion o wha p e en s au is ic s uden s om gaining access o IE. The key indings o he s udy poin o
signi ican ba ie s such as inadequa e eache aining, ASD-speci ic aining, and dispa a e adminis a i e suppo .
Educa o s equen ly epo ed being o e whelmed a he challenge o mee ing ASD s uden s’ speci ic needs and
expe iencing eelings o emo ional dis ess due o beha iou issues. The s udies show s uc u al de iciencies in he
educa ional sys em, including a lack o consis en ca e, esou ces and communica ion be ween pa en s, eache s and
p o essionals. Rema kably hese esul s indica e a gap in adminis a i e suppo om school o school, and he e o e
a di e ence in eache assessmen . Such he e ogenei y poin s o a la ge sys emic issue in policy and unding ha can
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shape ASD s uden s’ lea ning. The esea ch poin s o he need o speci ic p o essional aining, be e communica ion,
and s onge s akeholde collabo a ion o os e an inclusi e lea ning en i onmen .
Keywo ds:
Au ism Spec um Diso de (ASD), Inclusi e Educa ion (IE), Malaysia, p ima y schools, special educa ion, eache
aining, cu iculum adap a ion, lea ning disabili ies, educa ional ba ie s, neu ode elopmen al diso de
Chap e 1: In oduc ion
1.1 Backg ound o he S udy
Au ism Spec um Diso de o ASD is a neu o de elopmen al diso de ha impac s an indi idual’s abili y o
communica e, in e ac in social ela ed ac i i ies and may in ol e epea ed pa e ns o beha io . ASD is con i med o
ha e an upwa d end among child en and young pe sons in Malaysia as in o he pa s o he wo ld. One will ind ha
he e is a dea h o ex ensi e in o ma ion abou his pa icula special need among child en in Malaysia as p o ided
in a ecen epo . The p e alence o child en diagnosed wi h au ism has been on he ise, wi h 562 child en a ec ed
in 2020 and 589 a ec ed in 2021 (Mu ugesan, 2024). A ound 80% o he diagnoses we e among child en aged
be ween 2 and 3 yea s, which show ha he condi ion is diagnosed a an ea ly age. The occu ence o cases in young
people is on he ise and p esen s he ollowing eme ging pic u e o he new no mal, a wo ying end ha should be
o se ious conce n o educa o s, policymake s, and o he heal hca e p ac i ione s.
Educa ion eme ges among he mos di icul a eas when i comes o he mains eam schooling o child en wi h ASD.
The concep o IE (Inclusi e educa ion) is o signi ican ocus in he educa ion o child en wi h disabili ies and i
e e s o he p ocess o educa ing lea ne s in he gene al class oom o g oup o lea ne s in g oups o lea ne s wi hou
e e ence o hei capabili y o di icul ies (Lindne & Schwab, 2020). Howe e , he use o IE o child en wi h au ism
has some challenges in Malaysia whe e he educa ion sys em is s uggling o ind he bes way o mee he needs o
hese child en wi hin he gene al class oom. IE aims a allowing hese s uden s o be in eg a ed in main class ooms
wi h pee s o simila age and abili y bu in he same ime o make su e ha hey ge all necessa y help o succeed
academically and pe sonally.
In one way o ano he , i is eg e able o no e ha he Malaysian educa ion sys em has no e ec i ely adop ed IE
p ac ices o lea ne wi h au ism hough he e ha e been nume ous a emp s o do so. A lo o au is ic child en a e
challenged when a ending gene al schools ha ha e s uc u es which p o e di icul o hei g ow h since hey a e
no ully unde s ood. Some o he easons o his include; unquali ied educa o s, low unde s anding o au ism and
inadequa e ma e ials. Le e aging on he on ends e idences abou he inc easing popula ion o child en wi h au ism
in Malaysia, will wa an e o s o y and es ablish he challenges ha hinde implemen a ion o IE policies.
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Figu e 1: No. O child en diagnosed wi h Au ism in Malaysia 2013-2023
(Sou ce- h ps://o a.galencen e.o g/numbe -o -child en-diagnosed-wi h-au ism-in-malaysia-inc eased-by-663-
om-2013- o-2023/)
1.2 P oblem S a emen
In Malaysia, he go e nmen in oduced some policies o enhance a p o ision o lea ning o child en wi h disabili y
especially hose wi h au ism. Howe e hese policies ha e no been implemen ed e ec i ely because o some
condi ions as ollows. One o he majo conce ns is ha o es ablish adequa e eaching s a quali ied and compe en
enough o each he lea ne s. In he s udy conduc ed by Bin i Samian & Bin Rohani (2020) depic ed ha he majo i y
o he eache s in Malaysian p ima y schools lack p epa a ion o a end he needs o he s uden s wi h au ism. The
eache s hemsel es lack he knowledge ega ding how au ism can be explained o child en, and how eaching
s a egies need o be adap ed o ensu e inclusion in o classes.
The ope a ionaliza ion o his pe spec i e suppo s he a gumen ha cu iculum specializa ion is an essen ial ba ie
o inclusi e educa ion in Malaysia. Mos au is ic s uden s a e supposed o lea n he same cu iculum as o he ypical
s uden s wi h no ille o de ia ion om he p og am. Wha hese e o ms ail o conside a e he child wi h au ism
lea ning needs whe e e e y child has di e en eaching abili ies and hus lea ning abili y. Malaysian p ima y schools
do no e lec he s uden - cen e ed app oach, and his has made class oom en i onmen o be e y unheal hy o
au is ic lea ne s since hey canno cope wi h he mains eam educa ion.
Ano he ac o is eache a i ude owa d inclusi e educa ion as an elemen ha de e mines he success o IE p ac ices.
Acco ding o Low e al., (2020) special educa ion eache s ha e aken ime o s a e hei conce n in ega ds o he
abili y and e iciency o gene al educa ion eache s o educa e au is ic s uden s. Gene al educa ion eache s s a ed ha
hey lack he necessa y knowledge and expe ience o suppo in eg a ion o au is ic lea ne s in hei class oom
i espec i e o hei expe ience in eaching s uden s wi h ASD. This nega i e a i ude poses e en mo e di icul ies
ega ding he implemen a ion o IE as eache s wi h such pe cep ion may lack mo i a ion o sel e icacy o ca e o
such s uden .
Ano he cause a he na ional le el is also ela ed o he ine iciency o policies ha a e pa o he IE in he Malaysian
educa ion sys em. Teache assis an s in coun ies like UK and Aus alia we e p epa ed o wo k o au is ic s uden s in
in eg a ed se ings (Min & Wah, 2020). These assis an s help eache s closely o moni o e e y child, and mo e so he
au is ic ones o gi e hem he a en ion necessa y o enable hem. The o eign alen sys em is no o mally exis en in
Malaysia hough i has ce ain ai s o such a sys em. The lack o ained eache assis an s alongside he lack o

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p ope cou se o class oom managemen makes i e y challenging o eache s o p ope ly a end o au is ic s uden s
mos especially.
In consequence, he p oblem is complex. The main ba ie s o p ac ising inclusi e educa ion o au is ic s uden s in
Malaysia a e eache aining, Cu iculum issues, eache a i udes and educa ion sys em. This pape iden i ies he
ollowing as majo p oblems ha need o be sol ed in o de o p o ide child en wi h au ism equali y and chance o
success in inclusi e educa ion.
1.3 Resea ch aim
The pu pose o his s udy is o unde s and signi ican issues and challenges ha hinde he implemen a ion o inclusi e
educa ion o child en wi h au ism in Malaysian p ima y schools so ha po en ial s a egies may be elabo a ed o
imp o ing inclusi e educa ion p ac ices o educa o s and educa ion sys em..
1.4 Resea ch objec i es
● To ind wha a e he exis ing ba ie s p e en ing he implemen a ion o IE p ac ices in p ima y schools o
Malaysia o au is ic child en
● To analyse he undamen al causes o he ac o s a ec ing he educa ion o he au is ic child en in he p ima y
schools o Malaysia
● To p opose he p obable s a egies o o e come his p oblem
1.5 Resea ch Ques ions
● Wha a e he exis ing ba ie s p e en ing he implemen a ion o IE p ac ices o au is ic child en in Malaysian
p ima y schools?
● Wha a e he majo unde lying ac o s o hese challenges o implemen ing IE p ac ices?
● Wha a e he p obable s a egies o e ec i ely add ess and o e come hese ba ie s o imp o e educa ional
expe ience and be e academic managemen o he au is ic s uden s in he Malaysian p ima y schools?
1.6 Signi icance o he S udy
The signi icance o his esea ch lies on he challenge o in e en ion o child en wi h ASD in Malaysia o be in
school wi h hei pee s. This is especially impo an bea ing in mind ha he numbe o child en diagnosed wi h
Au ism is ising and he e o e he ques ion o wha hinde s hese child en om enjoying quali y educa ion needs o be
answe ed. Thus, he p esen s udy in ends o shed some ligh on he issues o Malaysian educa ion sys em and
p ac ices, in es iga e eache s’ expe iences, and cu iculum equi emen s o o e ing e e ences o enhance he
implemen a ion o inclusi e educa ion in he con ex o Malaysia.
The implica ion o he indings o his s udy will bene i educa o s’ policymake s and any s akeholde s who ha e
in e es in he educa ion o au is ic child en. Analyzing he ba ie s o he success ul ealiza ion o EC should aid in
he o mula ion o an eceden s o inclusi e Educa ion policies and p ac ice. Fu he mo e, his s udy will also pe mi
con ibu ing o he e alua ion o he e alua ion o he equal oppo uni y o lea n in Malaysia and allow acili a ing he
in eg a ion o all s uden s in o Malaysian schools, i espec i e o hei disabili y.
Chap e 2: Li e a u e Re iew
2.1 O e iew o Au ism Spec um Diso de
ASD is a de elopmen al diso de ha has an impac on an indi idual’s communica ion, social skills and hei espond
o he en i onmen . In his case he e m “spec um “is used o sugges ha child en wi h he diso de a e a di e se
g oup who su e om a wide a ay o symp oms, which a y in se e i y and p esen di e ing deg ees o di icul y.
These signs can be seen in in ancy, commonly be o e he age o h ee yea s and emain he child’s li e. Some o he
common ea u es o social cogni ion di icul y a e; impai ed social compe ence, social p agma ism, and social
pe cep ion. Ano he impo an ea u e o ASD is he ac ha is a e y he e ogeneous synd ome. The e is no one on
he au ism spec um ha will go h ough exac ly he same as someone else. Some o ms a e cha ac e ised by qui e
mild signs and child en a e able o cope wi h mos aspec s o li e, whe eas o he o ms a e cha ac e ised by p o ound
de elopmen al delay, child en being i ually unable o communica e, in e ac wi h he en i onmen , e c. One’s au ism
expe ience is u he highligh ed as being di e se o his eason and his goes hand in hand wi h unde s anding ha
he e is no one se way ha au ism can p esen . This he e ogenei y also inc eases diagnos ic di icul ies and need o
indi idual speci ic in e en ion (Khai uddin e al., 2020).
The p ima y unde lying causes include gene ic and e en en i onmen al aspec s ha ha e no been disco e ed o da e.
Au ism is widely e e ed o as a gene ically inhe i ed diso de , which g ea ly inc eases he likelihood ha he
condi ion will occu wi hin a amily. Some indi iduals wi h au ism ha e mu a ions ha make he diso de p ominen ,
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al hough he mu a ions a e di e en in each pe son. Some imes, he au ism may be associa ed wi h o he gene ic
diso de s like F agile X synd ome, bu in mos ins ances, he diso de is no connec ed o such synd ome. I is also
belie ed ha biological en i onmen al aspec may play a ole in he de elopmen o ASD. Some in es iga ions ha e
looked a possible an eceden cons i u ion cues like he p egnan woman’s exposu e o some subs ances du ing
p egnancy ei he chemically, physically o bac e ia and i us in ec ed p egnancy. Mo eo e , he s a e o a ai s du ing
deli e y, including p ema u i y o low bi h weigh , is likely o make a child ulne able o such p oblems.
Ne e heless, he e is s ill no subs an ial p oo ha shows a pa icula en i onmen ha causes au ism his shows ha
iden i ying oo causes o au ism is no easy (Lo d, e al., 2020).
Child en wi h au ism ha e a ious di icul ies ha may hampe hem o pa icipa ing in socie y as o he no mal
indi iduals do. I will also a ec social in e pe sonal ela ionships which can be e y complex. Some child en wi h
ASD ha e di icul y iden i ying emo ions displayed by hei pee s h ough hei acial exp essions o e en he ges u al
language o one o oice. This could a ec iendships making and sus aining hem and in he p ocess eels lonely o
us a ed. Apa om social impai men s, o he s a e aced wi h s e eo yped beha iou o in ense ixa ions. They may
become ixa ed on ce ain subjec s o pa icula ly objec s and pa ake in s e eo ypic beha iou s such as hand lapping
o ocking. While such beha iou s may help o e com o o he pe cep ion o some con ol, hey also can cause
impai men o o he wise no mal ac i i ies. O he co e ea u es ha migh be obse ed in child en wi h ASD include
p oblems wi h lexibili y in hinking and beha iou simply because e en a sligh a ia ion o ou ines may be
dis essing. Like many o he aspec s, child en wi h au ism also expe ience p oblems in communica ion (Naznin e al.,
2023). I is impo an o know ha a numbe o child en wi h au ism a e non e bal – his means ha hey canno speak
and canno use wo ds, speech o signs o in e ac wi h o he s. Some child en may be slow in lea ning languages as
compa ed o o he child en o may use language inapp op ia ely o ins ance h ough echoic language which is e med
as echolalia. Such child en can s ill ha e di icul y unc ioning a he p agma ic le el, which includes he abili y o
comp ehend idioms, jokes o p o e bs as well as ollowing he ules o con e sa ion and u n aking abou .
I is impo an o diagnose child en on he au ism spec um as ea ly as possible and begin he child en’s ea ly
in e en ion immedia ely. The e is no ea men o au ism and ye , h ough in e en ions like speech he apy,
occupa ional he apy and o he beha iou he apies a child wi h au ism can gain speech and language skills and lea n
how o in e ac wi h o he s and manage his o he beha iou s. Thus, ASD is a complex and di e se condi ion ha in
a ious ways a ec s encompassing unc ioning o people. This s igma in udes in many ea u es o communica ion,
beha iou and social in e ac ion, which makes i di e en o each pe son i occu s wi h. Though, i is es ablished ha
he oo cause o he diso de is s ill unclea , he e is s ill esea ch ha is being conduc ed o ind ou whe he i is a
gene ic o en i onmen al issue. These indings a e impo an , as accu a e sc eening and suppo ha i s he child wi h
au ism’s needs will enable him o he o play success ully and o he bes o his o he abili y in he wo ld.
2.2 IE Policies in Malaysia o Au is ic Child en
Inclusi e Educa ion (IE) on he o he hand is a eaching model ha se ices child en wi h disabili y such as Au ism
Spec um Diso de (ASD) igh in he con ex o p e-schooled buil o non-disabled child en. The idea aimed h ough
IE is o allow e e y child, including he disabled one, o lea n wi h his o he pee s in ‘no mal’ classes, ins ead o in a
sepa a e class. The call o an inclusi e educa ion o child en wi h au ism in Malaysia has in he ecen pas ecei ed
boos , bu he ollowing ac o s p esen some challenges. Malaysian IE policies o au is ic child en a e being
championed by se e al minis y depa men s, namely, Minis y o Educa ion, he Minis y o Highe Educa ion, and
he Minis y o Women, Family, and Communi y De elopmen . These minis ies ha e been collabo a ing o enhance
he capaci y o educa ional se ices o child en wi h he disabili y-ASD. Malaysia has been awa e o he he special
educa ion since hen, o e ing o mal p og ams o special educa ion eache s since 1980s. This aining p og am was
aimed a p o iding eache s wi h he app op ia e knowledge and skills in o de o add ess child en wi h disabili ies
such as men al and de elopmen al delay (Mi chell, 2023).
Among he main policies ha ha e been o mula ed o enhance Inclusi e Educa ion in Malaysia, he mos imminen
is Ze o Rejec Policy. This policy launched by Minis y o Educa ion sugges s ha no child wi h disabili y canno be
e used admission o school a any ins ance (Chin, 2023). I en i les all child en, including hose wi h au ism, o be
accep ed in o dina y schools and be p o ided o when in school. This policy highligh s he ac ha e e y lea ne has
special needs, and hus app ecia es di e si y and equi y in he educa ion sys ems. The Ze o Rejec Policy is a posi i e
s ep owa ds changing he social ela ions in school sys em in Malaysia. Bu again, his has no been on any b ick like
challenges. Among hese challenges, he sho age o compe en p o essionals who could help ain eache s o
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accommoda e au is ic s uden s in egula schools ep esen s one o he mos signi ican issues. While special educa ion
eache s go h ough aining on disabili y and he bes app oach o handling s uden s wi h he condi ion, many majo i y
o gene al educa ion eache s’ lack adequa e aining o au ism lea ne s. This lack o aining h e can lead o he use
o in o mal me hods o handling he s uden s and in he wo s scena ios amoun o he exclusion o he au is ic s uden s
in he class.
Figu e 2: De elopmen o inclusi e educa ion policy in Malaysia
(Sou ce- h ps://www. esea chga e.ne / igu e/His o ical-de elopmen -o -inclusi e-educa ion-policy-in-
Malaysia_ ig1_346109020)
The o he p oblem e ol es a ound he ac ha he cu iculum is a he se in conc e e. The cu en ype o educa ion
sys em in Malaysia has no dis inc ion in cu iculum o s uden s wi h and wi hou disabili ies wi h pa icula e e ence
o s uden s wi h au ism. This so o igidi y becomes a majo issue in he lea ning p ocess o he au is ic child en as
hey equi e cus omized lea ning app oaches. In many classes, au is ic s uden s do no ind hey can lea n wi h child en
in a mains eam class, which leads o low us a ion and disin e es . Howe e , he e ha e been some encou aging
signs in he campaign o he implemen a ion o he policy o inclusion in educa ion. A mani es ed aim o enhance he
special educa ion in Malaysia is in oduced by i s a emp o p omo e he awa eness o au ism as well as o he
disabili ies (Is iya i e al., 2023). Mo eo e , inc eased awa eness is now being paid o such ideas as p e-se ice and
in-se ice eache educa ion, he p omo ion o which could be ocused on he p oblem o inclusi e p ac ices. These
p og ams ha e he in en ion and opening o help eache s o acili a e he necessa y en i onmen o each child a
lea ning- iendly class oom.
2.3 Theo e ical F amewo k
In his con ex , his esea ch u ilizes B on enb enne ’s Ecological Sys ems Theo y as he amewo k o add ess on
how di e en en i onmen al ac o s a ec child en wi h ASD on hei educa ion and de elopmen pa icula ly unde
IE in Malaysia. B on enb enne ’s b ings ou he mic osys em, mesosys em, exosys em, mac osys em and
ch onosys em h ough which he o ganiza ion o a ious ci cums ance co - impac on an indi idual; he e o e, i poses
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as an app op ia e lens h ough which o unde s and he ba ie s and possibili ies exis ing wi hin he Malaysian
educa ional sys em o au is ic child en.
Figu e 3: B on enb enne ’s Ecological Sys ems Theo y
(Sou ce- h ps://www. esea chga e.ne / igu e/B on enb enne s-Ecological-Sys ems-Theo y-1979-1994-and-i s-
social-and-spa ial_ ig1_365781984)
Mic osys ems: Immedia e En i onmen
The Mic osys ems includes he close en i onmen , which a child wi h ASD communica es, o example, amily
membe s, iends and school. The school en i onmen which child en spend mos o hei ime is e y impo an o
hei social and academic needs. The Ze o Rejec Policy in Malaysia means ha au is ic child en go o no mal classes,
bu i s e iciency s ongly depends on he eache s and o he s uden s’ app oach o such kids. Teache s a e also likely
o each au is ic kids on easons why hey should accep o he child en and how hese child en should ea hem. Bu
his congenial en i onmen can u n in o an un a o able one i eache s a e no ained in how o deal wi h au is ic
s uden s, which is qui e common in schools o Malaysia a he momen . The mic osys em insis s ha only he
immedia e in e ac ions be ween au is ic child en and eache s a e c i ical o he lea ning p ocess.
Mesosys em
The mesosys em pe ain o he ecip ocal in e change be ween wo mic osys ems like he home and school
en i onmen . IE in eg a ion wi h pa en s and eache s is signi ican o suppo child en wi h he diso de , wi hin he
con ex o his s udy. Fo ins ance, IEPs o he au ism equi es he pa en s, eache s and he educa ional au ho i ies o
pa icipa e immensely in he de elopmen al o such plans o he au is c child en. O he wise, lacking he
co esponding suppo a home and school, he child may no ecei e i a all (A a d & Boo h, 2023). Subsequen ly,
acco ding o B on enb enne ’s mesosys em is he key componen in o ming s ong pa ne ship wi h di e en pa ies
o o m a closed help ul ne wo k o au is ic s uden s in Malaysian mains eam schools..
Exosys em: Indi ec En i onmen al In luences
The exosys em is made up o en i onmen al sys ems ex e nal o he child ha shapes he child’s de elopmen in one
o many ways bu he child does no come in o di ec con ac wi h. Unde his sys em, we ha e such policies;
Malaysia’s Ze o Rejec Policy, which is an educa ion policy ha aims a making su e any child canno be u ned away
by any school. Despi e he ac ha au is ic child en a e unlikely o pe sonally in e ac wi h he policymake s who
de ise such ules, hese egula ions signi ican ly impac he au is ic child en’s lea ning p ocess. Fo ins ance,
specializa ion o eache s and esou ce a ailabili y, suppo se ices depend on he e ec i eness o hese policies
(P a iwi, 2024). The s eng h o exosys em is also a weak enmi y in his espec ; i he policy is weak o poo ly
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Chap e 4: Da a collec ion and analysis
4.1 In oduc ion
This da a collec ion and analysis chap e p o ides an insigh ul analysis o inclusiona y educa ion o s uden s wi h
au ism spec um diso de (ASD) ocusing on bo h complexi ies and p ospec s in he eaching a ena. This chap e will
include hema ic analysis o esponses o six ques ions ha ha e been conduc ed ocusing on eache p epa edness,
aining needs, cu iculum de elopmen and esou ces needed o acili a e inclusi e p ac ice. Building on his,
s a is ical analysis o he same da a will be p o ided o iden i y he a eas ha need o be s eng hened in an e o o
acili a e be e de elopmen o s uden s wi h ASD in inclusi e se ings.
4.2 Thema ic analysis
Theme 1: Challenges and Oppo uni ies in Implemen ing Inclusi e Educa ion o S uden s wi h Au ism
Spec um Diso de (ASD)
The oad owa d inclusion o ASD (au ism spec um diso de ) s uden s is bo h ocky and ewa ding. As s a ed by
Cook & Ogden (2022), he alue and oppo uni y in wo king wi h ASD s uden s, bu hey also unde s ood he
challenges in making hei class ooms suppo i e o hem. One head o p ima y school said: ‘Teaching child en wi h
ASD is in e es ing and ul illing, bu s ess ul’. Teache s and adminis a o s no ed ha he mos emo ional bu den
came om beha iou managemen in he class oom. One o he bigges lacking a eas iden i ied by eache s was
eache p epa edness (Howa d & Milne , 2021). ‘Teache p epa edness and unde s anding isn’ he e ye ,’ sha ed one
school adminis a o . ‘I’ e hea d people alk abou , well, hey would eel be e doing inclusion i hey knew wha
some o hese kids go h ough. So he e is up on aining ha we need.’ ‘I’m cons an ly a a loss o how o add ess
dis up i e s uden s,’ concluded a eache .
Resis ance o mo e inclusi e p ac ices exace ba es he si ua ion. Some eache s esen ha ing o change hei ways:
‘No all he eache s will implemen i and his is he p oblem,’ says one school adminis a o . As s a ed by Molina
Roldán e al. (2021), when he e is no o e a ching app oach ac oss he school campus, hen none o he child en
bene i as much om he app oach o inclusi e educa ion, and s uden s wi h ASD a e especially unable o ha e hei
needs ca e ed o. Fo all he obs acles, he e a e a numbe o ad an ages ha can be ha nessed o make he sys em
be e . Teache s unde s and he dis inc na u e o each child's pupils when hey say ‘E e y child is di e en ’. This
implies ha each child has a unique oppo uni y o bene i om some combina ion o pedagogical inno a ion and
ocused e o ha will culmina e in success. Adminis a o s ealise ha ‘inclusi e educa ion is a wo k in p og ess’,
hin ing a a need o con inual aining, collec i e pu sui and de elopmen o imp o e hei unde s anding and capaci y
o suppo pupils on he ASD spec um. Th ough conce ed e o o ed ess he s a ed challenges and ha ness hese
ad an ages owa ds a mo e obus s yle o inclusi e educa ion.
Theme 2: A Ta ge ed T aining and P o essional De elopmen is needed o Enhance P epa edness o Teaching
S uden s wi h Au ism Spec um Diso de (ASD)
The lack o aining eache s ecei e o each s uden s wi h ASD is a sou ce o conce n o eache s and adminis a o s.
Many eel ill-p epa ed o wo k wi h he specialised and complex needs ha ASD b ings o he class oom. As one
eache pu i : “I don’ ha e any speci ic ASD aining, in e ms o au ism aining, aining in e ec i e eaching
p ac ices o au ism will de ini ely gi e me highe con idence”. As coined by Molina Roldán e al. (2021), his lack
o basic aining hampe s eache s’ abili y o c ea e inclusi e class ooms in which s uden s wi h any ype o need can
be success ul. School adminis a o s echoed he call o mo e aining, bu emphasised ha eache s needed aining
o speci ic in e en ion wi h ASD: ‘Teache s need e y speci ic in e en ions o deal wi h he challenges o au ism.’
Lessne Lis iako a & P eece (2020) coined ha equi ing aining o be mo e speci ic han gene ic e lec s he idea
ha eache p epa a ion o ASD is no ansla ing in o imp o ed lea ning o hese s uden s.
Besides, con inuous p o essional de elopmen is some hing ha eache s app ecia e as one said: ‘I eel like I am no
well-p epa ed o some hings. Mo e jus class oom managemen aining, on how o manage ASD s uden s would
help’. Be nacki e al. (2020) ha e said ha he e is a clea de iciency in skills ha can be add essed h ough wo kshops
and aining sessions. Finally, ano he manage no ed: ‘T aining should be p o ided o a longe pe iod o ime.
Teache s should s udy au ism mo e and adjus hei eaching me hods acco dingly.’ This ein o ces he iew ha he e
is a need o a commi men o li elong lea ning and de elopmen o eache s i hey wish o imp o e hei eadiness
and con idence o suppo s uden s wi h ASD. Hence he aining and p o essional de elopmen p og am o eache s
and o he educa o s should be mo e s uc u ed and based on he speci ic equi emen s o ASD s uden s.

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Theme 3: Inno a i e Cu iculum Adap a ion S a egies o Suppo ing S uden s wi h Au ism Spec um
Diso de (ASD)
Adap ing he cu iculum o mee he di e se needs o s uden s wi h Au ism Spec um Diso de (ASD) is essen ial o
os e ing an inclusi e lea ning en i onmen . In he wo ds o Ac on (2021), eache s and school p incipals ha e sha ed
wi h us a ange o s a egies ha hey ha e implemen ed o assis in he lea ning o s uden s a school. One is as simple
as using isuals and mini-lessons: ‘I use isuals and mini-lessons. I eally use senso y b eaks. E e y hing eally helps
ocus.’ This allows he s uden o be jus ha . I is also impo an o he en i onmen o mee he unique senso y needs
o he s uden . Mo eo e Ginja & Chen (2020) said ha di e en ia ed lea ning plans a e c i ical o mee ing s uden
needs. One eache said: ‘Technology gi es me a way o each a s uden ha , when in big g oups, canno unc ion.
Bu he smalle g oups, hey can alk o me and a e eally good.’ In his way, he echnology can help p o ide s uden s
wi h indi idualised lea ning ha magni ies hei s eng hs and mi iga es hei weaknesses; i can help a s uden who
wouldn’ o he wise be able o unc ion in he class oom.
Co-cons uc ion o he cu iculum is u he suppo ed by pee -suppo . One eache summa ised he expe ience: I’ e
used pee suppo , and.. he backg ound is e y good, his en i onmen . A Cul u e o eache collabo a ion helps b ing
abou cu icula accommoda ions (Cook-Sa he & Cook-Sa he , 2023). ‘We encou age eache s o assis and guide
each o he , in a com o ing en i onmen .’ This e hos sees no only he sha ing o s a egies, bu also he o ma ion o
a communi y o p ac ice ha con inually imp o es eaching p ac ices o ASD s uden s. Hence i can be said ha
employing inno a i e cu iculum adap a ion s a egies by implemen ing isuals, di e en ia ed lea ning plans, pee
suppo , and p omo ing collabo a i e eaching among people wi h Au ism Spec um Diso de o a ain highe
a ainmen in hei educa ional jou ney.
Theme 4: Insu icien Resou ces and Suppo Sys ems o Teaching S uden s wi h Au ism Spec um Diso de
(ASD)
The abili y o he eaching s a o p o ide an app op ia e en i onmen depends a lo on he willingness o he school
adminis a ion o p o ide suppo and esou ces such as ma e ials and special educa ion s a . One o he majo
challenges iden i ied by many o he in e iewees was a lack o adequa e esou ces and suppo . Se e al eache s
echoed hei conce ns wi h he une enness o adminis a i e suppo , saying: ‘adminis a i e suppo is e y une en.
We need mo e specialised esou ces and pe sonnel o ease s uden s’ b oad-spec um ange o needs’. As coined by
Snell-Rood e al. (2020), a sys em ha can be e add ess he di e si y in needs o s uden s wi h ASD equi es inc eased
s uc u e and eliabili y. Adminis a o s acknowledged he esou ce cons ain s on hei abili y o p o ide suppo o
eache s, as one desc ibed: ‘We a e ying o be he bes . We do no ha e enough money o gi ing he child en
eaching books o special educa ion, and no enough people o ex a special educa ion’. The s uggle o alloca e
su icien unds and pe sonnel o special educa ion emains.
Mo eo e , eache s ci ed he pauci y o specialised eaching ma e ials as a majo issue. As he e is no much eaching
ma e ial speci ically adap ed o au ism and he lea ning en i onmen makes a huge di e ence bu nobody else is
specially ained o each me,’ ano he eache explained. Fu he mo e, ano he adminis a o sha ed: ‘We can gi e
you a li le o in e en ion bu he bo om line is you need some o he esou ces he e, and maybe o he pe sonnel, o
answe hei needs o ASD in a mo e speci ic way han we can.’ This spo ligh s he ways in which suppo s uc u es
mus be enhanced o add ess he complici y o eaching s uden s wi h ASD. As said by S ephenson e al. (2021), he
lack o esou ces and suppo , which a e bo h epo ed by eache s and adminis a o s, impac he educa ion o he
s uden s wi h Au ism Spec um Diso de . Hence, he e a e a numbe o gaps ha need o be illed o he s uden s wi h
Au ism Spec um Diso de o ge he p ope educa ion and eeling suppo ed in school.
Theme 5: Va iable Collabo a ion Be ween Pa en s and Specialis s in Suppo ing S uden s wi h Au ism
Spec um Diso de (ASD)
The in e iews desc ibe a landscape o une en collabo a ion ha has signi ican consequences o he educa ional
expe ience o pupils wi h ASD. As coined by Mazon e al. (2022), posi i e collabo a ion among pa en s, eache s and
specialis s can help s uden s wi h ASD each hei ull po en ial. Teache s commen ed on he need o pa en al
in ol emen . Pa en al collabo a ion is usually a lo ely hing o ha e bu gene ally e y ew people wan o say and
his indica es he alue o wha can happen i expe s a e in ol ed and wha can be los i no . They also alked o a
desi e o a mo e s uc u ed ela ionship wi h specialis s. One said: ‘I would like o see egula , o malised wo kshops.
O he s echo ha sen imen when explaining some o he bu dens ha school adminis a o s ca y ou ‘Pa en s
coope a e; some a e in ol ed, o he s a e no . Consis ency migh be needed o handle he child en.
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Some o he child en need ei he one-on-one ui ion, a u o in class, o a class oom buddy.’ Ano he adminis a o
commen ed ‘Real collabo a ion wi h specialis s is pa chy, some hing like a “boa d” would inc ease suppo sys ems.’
Lack o egula con ac wi h he specialis s was ano he common h ead: one eache said ‘I hink i is eally good o
always be alking o pa en s bu I don’ hink he specialis s a e a ound when you need hem.’ I was clea ha , in he
mids o a busy wo k schedule, imely and app op ia e communica ion be ween all pa ies was no always possible.
Pa en s and educa o s should discuss and ag ee on a plan, bu he e a e s ill many gaps be ween he wo. The e a e
s ill a lo o issues ha need o be add essed. All he specialis s ha e o isi he school mo e egula ly. Including
pa en s in o s uc u ed communica ion egula ly, will c ea e an en i onmen whe e he needs o he s uden s wi h ASD
a e going o be mo e e ec i ely me .
4.3 S a is ical analysis
Desc ip i e S a is ics
N
Minimum
Maximum
Mean
S d. De ia ion
1.My e ec i eness as a
eache is signi ican ly
in luenced by my abili y o
implemen inclusi e
educa ion p ac ices.
254
1
5
4.23
1.058
2.I eel ha my eaching
e iciency imp o es when I
ecei e adequa e suppo o
eaching s uden s wi h
au ism.
254
1
5
4.03
1.251
3.The challenges I ace in
eaching s uden s wi h
au ism di ec ly impac my
o e all eaching
pe o mance.
254
1
5
4.27
1.103
4.My class oom
managemen skills posi i ely
a ec my e iciency in
eaching s uden s wi h
di e se needs, including
hose wi h au ism.
254
1
5
4.04
1.092
5.I belie e ha con inuous
p o essional de elopmen is
essen ial o enhancing my
eaching e iciency in an
inclusi e class oom.
254
1
5
4.17
1.050
1.I eel adequa ely ained o
implemen inclusi e
educa ion p ac ices o
s uden s wi h au ism.
254
1
5
4.24
1.059
2.My p o essional
de elopmen has equipped
me wi h he skills necessa y
o suppo s uden s wi h
au ism e ec i ely.
254
1
5
4.24
1.147
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3.I ha e su icien
knowledge o au ism and i s
impac on lea ning o adap
my eaching s a egies.
254
1
5
4.17
1.219
4.My aining includes
e ec i e s a egies o
add essing he needs o
s uden s wi h au ism in an
inclusi e class oom.
254
1
5
4.33
.987
5.I belie e ha my
compe ency in managing
di e se lea ning needs
di ec ly in luences my
eaching e iciency.
254
1
5
4.17
1.126
1.I belie e ha inclusi e
educa ion posi i ely impac s
s uden s wi h au ism.
254
1
5
4.23
.963
2.I app oach he challenges
o eaching s uden s wi h
au ism wi h a posi i e and
p oac i e a i ude.
254
1
5
4.18
1.098
3.My willingness o adap
my eaching me hods
enhances my e ec i eness in
suppo ing s uden s wi h
au ism.
254
1
5
4.03
1.251
4.I eel ha my colleagues'
a i udes owa ds inclusi e
educa ion a ec my
mo i a ion o implemen i .
254
1
5
4.13
1.127
5.I am commi ed o
os e ing an inclusi e
class oom en i onmen o
all s uden s, including hose
wi h au ism.
254
1
5
4.04
1.092
1.I ha e access o he
necessa y eaching esou ces
o e ec i ely suppo
s uden s wi h au ism in my
class oom.
254
1
5
4.17
1.050
2.The a ailabili y o
specialized eaching
ma e ials enhances my
abili y o implemen
inclusi e educa ion.
254
1
5
4.04
1.092
3.Insu icien esou ces
hinde my abili y o
e ec i ely each s uden s
wi h au ism..
254
1
5
4.20
1.060
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4.I ecei e adequa e suppo
om my school
adminis a ion ega ding he
p o ision o esou ces o
inclusi e educa ion.
254
1
5
4.27
1.067
5.Inc easing he a ailabili y
o esou ces would
signi ican ly enhance my
eaching e ec i eness o
s uden s wi h au ism.
254
1
5
4.21
1.140
Valid N (lis wise)
254
Table 4.1: Desc ip i e s a s
(Sou ce: Sel -de eloped)
The desc ip i e s a is ics ela e o a sample o 254 educa o s in ela ion o hei pe cep ion abou he inclusi e
educa ion p ac ices is-à- is he s uden s wi h Au ism Spec um Diso de (ASD). Each le el o ag eemen is a ed on
a 5-poin Like scale anging om 1 (s ong disag eemen ) o 5 (s ong ag eemen ). The mean sco es ape ed om
4.03 o 4.33 which indica e ha eache s ha e a posi i e ou look abou hei aining, a ailabili y o esou ces o
suppo ing inclusi e p ac ices and he impac o inclusi e p ac ices on hei e ec i eness in eaching s uden s wi h
au ism. One o he signi ican indings is p obably he s a emen “I eel adequa ely ained o implemen inclusi e
educa ion p ac ice owa d s uden s wi h au ism” ecei ing a sco e o 4.24 wi h s anda d de ia ion o 1.059. This
e eals ha he majo i y o eache s belie e hey a e equipped by he necessa y knowledge and skill o back up s uden s
wi h au ism e ec i ely.
Addi ionally, eache s ag eed wi h he s a emen ‘The challenges I ace in eaching s uden s wi h au ism di ec ly
impac my o e all eaching pe o mance’; his sco e (mean 4.27) indica es g ea impac on how eache s pe cei e hei
e icacy in class oom eaching. As s a ed by Gómez-Ma í e al. (2021), his coincides wi h he li e a u e ha e eals
ha eaching s uden s wi h au ism equi es a lo om a eache . In e ms o esou ce a ailabili y, he educa o s epo ed
a clea need o addi ional eaching ma e ials and adminis a i e suppo as exempli ied in i ems such as, ‘I ecei e
adequa e suppo om my school adminis a ion ega ding he p o ision o esou ces o inclusi e educa ion,’ wi h
an i em mean sco e o 4.27. This sugges s ha educa o s eel somewha suppo ed, bu ha he e is a sense ha
esou ces a e une enly a ailable om he adminis a ion. This is exempli ied u he by he i em, ‘Insu icien
esou ces hinde my abili y o each s uden s wi h au ism adequa ely,’ wi h an i em mean sco e o 4.20. Consis en
wi h Yazçayı & Gü gü (2021), his esea ch suppo s he ole o esou ce a ailabili y in he es ablishmen o
success ul inclusi e educa ion en i onmen s.
Mo eo e , he analysis likewise e eals ha a i udes owa ds inclusion, including ideology con eyed by such
s a emen s as: ‘Inclusi e educa ion leads o a be e quali y o li e o s uden s wi h au ism’ and ‘Educa o s a e mo e
p oac i e in eaching challenges’. These a e pe cei ed by eache s as indica o s o he impac o inclusi e educa ion.
Rus icus e al. (2023) ha e said ha , a posi i e a i ude and collabo a ion wi h colleagues c ea e equilib ium and belie
in onesel , signi ican ly con ibu ing o e ec i e eaching and c ea ing a wa m and inclusi e lea ning en i onmen .
Hence he esul s show gene al s ong suppo in highly inclusi e p ac ices among eache s, bu also display possible
imp o emen s. The high mean sco es indica es eache s' willingness o make hei schools mo e inclusi e
en i onmen s o s uden s wi h au ism, bu he s anda d de ia ion also indica es he necessi y o equalise he eaching
suppo s among eache s. The e o e, imp o emen aining and su icien eaching esou ces o schools a e he
impo an ac o s ha lead o he be e ou come in eaching o s uden s wi h au ism.
Co ela ions
A ec ing_Tea
che _E icienc
y
Teache _T ain
ing_and_Com
pe ency
A i ude_o _T
eache s
A ailable_Res
ou ces
A ec ing_Teache _E ici
ency
Pea son Co ela ion
1
.857**
.895**
.907**
Sig. (2- ailed)
.000
.000
.000
N
254
254
254
254
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Teache _T aining_and_C
ompe ency
Pea son Co ela ion
.857**
1
.776**
.811**
Sig. (2- ailed)
.000
.000
.000
N
254
254
254
254
A i ude_o _Teache s
Pea son Co ela ion
.895**
.776**
1
.895**
Sig. (2- ailed)
.000
.000
.000
N
254
254
254
254
A ailable_Resou ces
Pea son Co ela ion
.907**
.811**
.895**
1
Sig. (2- ailed)
.000
.000
.000
N
254
254
254
254
**. Co ela ion is signi ican a he 0.01 le el (2- ailed).
Table 4.2: Co ela ion analysis
(Sou ce: Sel -de eloped)
The esul s o Table 4.2, he co ela ion analysis o he ou a iables o eache s' e ec i eness, e eal he ou
a iables a e highly co ela ed wi h each o he o some ex en . I is clea ha E ec i e Teache E iciency is posi i ely
co ela ed wi h h ee a iables such as Teache T aining and Compe ency ( = .857), A i ude o Teache s ( = .895),
A ailable Resou ces ( = .907), signi ican ly a 0.01. Meanwhile, he a iables o Teache T aining and Compe ency
co ela e posi i ely wi h wo a iables like A i ude o Teache s ( = .776) and A ailable Resou ces ( = .811), bo h
signi ican a 0.01. All o hese mean ha eache s' ge good aining. They ge a be e a i ude, and a ailable esou ces
o eaching a e c ucial o imp o e eache e iciency in eachings in inclusi e class ooms.
Reliabili y S a is ics
C onbach's Alpha
N o I ems
.959
20
Table 4.3: Reliabili y analysis
(Sou ce: Sel -de eloped)
The ollowing 4.3 able below displays he eliabili y analysis showing ha he C onbach’s Alpha o i ems included
in he su ey was .959. The alpha alue was way abo e he expec ed h eshold which is .77. This implied ha he
su ey was highly eliable since all he ques ions we e measu ing he same i em. Mo eo e , a C onbach’s Alpha alue
abo e .90, mean ha he i ems in he su ey we e closely clus e ed and we e con ibu ing owa ds a unidimensional
scale whe e i ems wi hin a subse e lec ed a cohe en concep . Reliabili y has been es ablished; he e ensu ing a good
and unbiased conclusion has been de i ed om su ey.
Model Summa y
Model
R
R Squa e
Adjus ed R Squa e
S d. E o o he Es ima e
1
.942a
.887
.886
1.45512
a. P edic o s: (Cons an ), A ailable_Resou ces, Teache _T aining_and_Compe ency, A i ude_o _Teache s
Table 4.4: Model summa y
(Sou ce: Sel -de eloped)
The 4.4 able below summa ises he esul s on model i o he Reg ession. I is e iden ha he R o .942 indica es a
s ong posi i e ela ion be ween he, Teache T aining and Compe ency, and A i ude o Teache ) and he dependen
a iable. Mo eo e , he R Squa ed o .887 indica es ha app oxima ely 88.7% o he a ia ion in eache e iciency is
accoun ed o by he p edic o s. The igu es shown abo e a e high and indica e subs an ial impac s o he p edic o s
on he dependen a iable. Adjus ed R Squa ed is .886, which is a sligh dec ease in he alue con aining he same
meaning o he R Squa ed igu e wi h highe alue .887 bu accoun ed o he numbe o p edic o s in he eg ession.
The S d. E o o he Es ima e is ound as 1.45512. This igu e shows he a e age dis ance ha he obse ed alues
a e being es ima ed om he eg ession line.
ANOVAa
Model
Sum o Squa es
d
Mean Squa e
F
Sig.
1
Reg ession
4173.982
3
1391.327
657.098
.000b
Residual
529.345
250
2.117

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To al
4703.327
253
a. Dependen Va iable: A ec ing_Teache _E iciency
b. P edic o s: (Cons an ), A ailable_Resou ces, Teache _T aining_and_Compe ency,
A i ude_o _Teache s
Table 4.5: ANOVA
(Sou ce: Sel -de eloped)
The ollowing able 4.5 e eals he ANOVA esul o he model ha p edic s eache e iciency. The eg ession model's
Sum o S173.982 wi h 3 deg ees o eedom o d. (d ) and he Mean Squa e o 1391.327. The F- alue a 657.098
shows ha he model is signi ican a be e han a .01 le el, since he p- alue (Sig.) is lowe han .01. This explains
ha all he p edic o s (A ailable Resou ces, Teache T aining and Compe ency, and he A i ude o Teache s a e
su icien o signi ican ly explain a iance in eache e iciency. The Residual Sum o Squa es o 529.345 wi h he
250 d. a e unexplained a iances in he model. The o al a iance is 4703.327.
Coe icien sa
Model
Uns anda dized Coe icien s
S anda dized
Coe icien s
Sig.
B
S d. E o
Be a
1
(Cons an )
.319
.470
.679
.498
Teache _T aining_and_Com
pe ency
.291
.035
.305
8.247
.000
A i ude_o _Teache s
.340
.049
.340
6.998
.000
A ailable_Resou ces
.348
.051
.355
6.784
.000
a. Dependen Va iable: A ec ing_Teache _E iciency
Table 4.6: Coe icien s
(Sou ce: Sel -de eloped)
Based on he uns anda dized coe icien s, i can be concluded ha a one uni inc ease in Teache T aining and
Compe ency ansla es o an e iciency le el o 0.291 uni s. The A i ude o Teache s wi h he same inc ease as ea lie
ansla es in o an e iciency le el o 0.340, while A ailable Resou ces con ibu es 0.348, espec i ely. Compa ing he
wo coe icien s, i is no ed ha all he p edic o s in he equa ion a e s a is ically signi ican in e ms o he p- alue a
.000, which indica es s ong e idence agains he null hypo hesis. In b ie , bo h coe icien s ha e absolu e alues o
g ea e han 0.3, indica ing s ong e idence agains he null hypo hesis. Fu he analysis o he s anda dised
coe icien s (β) shows A ailable Resou ces (β = .355) is he s onges p edic o o e icien eache s, ollowed by
A i ude o Teache s (β = .340) and Teache T aining and Compe ency (β = .305).
4.4 Hypo hesis es ing
Hypo hesis
Suppo ing Values om Findings
Me /No me
H1: Educa o s wi h educa ion
on ASD will exhibi enhanced
eaching p oduc i i y owa d
au is ic lea ne s due o
specialised aining in ASD
class oom inclusion.
● Mean sco e o 4.24 o “I eel adequa ely ained o
implemen inclusi e educa ion p ac ice owa d
s uden s wi h au ism” (SD = 1.059).
● S ong posi i e co ela ion be ween Teache
T aining and Compe ency and E ec i e Teache
E iciency ( = .857).
Me
H2: Teache s wi h a posi i e
a i ude owa d in eg a ed
schooling will be mo e
e ec i e in men o ing he
academic and social
unc ioning o child en wi h
● Mean sco e o 4.27 o “The challenges I ace in
eaching s uden s wi h au ism di ec ly impac my
o e all eaching pe o mance.”
● Posi i e co ela ion be ween A i ude o Teache s
and E ec i e Teache E iciency ( = .895).
Me
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au ism.
H3: Accompanying esou ces
like eaching assis an s and
adap i e echnologies a e
associa ed wi h a highe le el
o eache p oduc i i y in he
con ex o eaching au is ic
kids in inclusion class ooms.
● Mean sco e o 4.27 o suppo om school
adminis a ion ega ding esou ces o inclusi e
educa ion.
● Mean sco e o 4.20 o “Insu icien esou ces
hinde my abili y o each s uden s wi h au ism
adequa ely.”
● Highes co ela ion o A ailable Resou ces wi h
E ec i e Teache E iciency ( = .907).
Me
Table 4.7: Hypo hesis es ing (Sou ce: Sel -de eloped)
4.5 Summa y
In summa ion o his chap e , c i ical hemes ega ding eache s wo king wi h s uden s om he ASD we e
iden i ied o c ea e a cul u e o unde s anding and o p epa e hem o suppo s uden s' educa ional needs. The indings
o he s udy in ol ed asking 254 eache s how inclusi e educa ion in Malaysian p ima y schools was pe cei ed by
hem. The indings we e mo e op imis ic o e all, wi h a e age a ings o 4.03 o 4.33 on a 5-poin Like scale.
Ins uc o s el compe en (mean 4.24) and knew ha di icul ies we e ha ing an e ec on eaching (mean 4.27). A
co ela ion analysis ound ha eache aining, a i udes and esou ces we e s ongly ela ed o eaching e icacy.
Reg ession explained 88.7% o a iance in eache e iciency and esou ces a ailabili y was he bes p edic o (=.355).
The indings on s a is ical analysis sugges ha eache s ha e mo e posi i e pe cep ions when hey ecei e mo e
aining on ASD and a e mo e awa e o he educa ional impac o s uden s wi h A o mo e s uc u ed and collabo a i e
app oach when wo king wi h s uden s on he spec um in a class oom.
Chap e Fi e: Summa y o indings, discussion & ecommenda ions
5.1 Summa y o esea ch indings
This esea ch on Ba ie s o he Success ul Implemen a ion o Inclusi e Educa ion (IE) Among S uden s wi h
Au ism Spec um Diso de (ASD) in P ima y Schools in Malaysia in es iga ed wha is cu en ly p e en ing IE
p ac ice om being success ul, why i is challenging and wha can be done o o e come i . The esea ch esul s
success ully highligh ed key limi a ions o making IE wo k o s uden s wi h ASD. The p ima y esea ch ques ion
demands he answe ega ding he exis ing ba ie s. The indings o he s udy success ully s a ed ha he e is no
eache aining o ASD speci ic aining. Teache s we e conce ned abou no being equipped o mee au is ic s uden s’
di e en needs and ca ying he emo ional cos o challenging beha iou . A he same ime esou ces and
adminis a i e help we e dis ibu ed in such a way as o make inclusi e class ooms nea ly impossible o eache s.
Fu he mo e, he second esea ch ques ion asks wha a e he causes o hese p oblems, he s udy emphasises
egula adminis a i e and esou ces suppo . Teache s claimed ha lack o special ma e ials and he absence o
communica ion be ween pa en s, eache s and expe s educe he lea ning expe iences o ASD s uden s. Such
incoo dina ion causes eache s o lose hei engagemen and makes i all he mo e di icul o each au is ic s uden s
e ec i ely. On he o he hand, he hi d esea ch ques ion asks wha o do abou hese limi a ions. I has been iden i ied
ha his esea ch highligh s he impo ance o special eache aining and p o essional de elopmen aimed a s uden s
wi h ASD. These kinds o p og ammes would make eache s mo e con iden and mo e willing o engage in e ec i e
inclusi e ac i i ies. Cu iculum modi ica ions based on he senso y and lea ning needs o ASD s uden s a e also
sugges ed as well as bespoke lea ning plans.
Mo eo e , a mo e o malised app oach be ween pa en s and educa ional expe s is also impo an o c ea ing
suppo i e sys ems o s uden s wi h ASD. This pa ne ship can lead o g ea e access o he igh kind o ca e and
suppo in school and a be e lea ning en i onmen . Hence om he esea ch indings i can be said ha educa o s a e
in he mino i y who see good p ospec s o hei p o essional de elopmen and he po en ial o inclusi e educa ion,
bu hey s ill need be e esou ces, adminis a ion and coo dina ion. These can be be e managed h ough speci ic
aining and adap i e measu es, so ha au is ic s uden s in Malaysian p ima y schools ha e a mo e equal educa ion.
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5.2 Discussion/Conclusions
This s udy has success ully in es iga ed he challenges o inclusi e eaching (IE) o s uden s wi h au ism
spec um diso de (ASD) in Malaysian p ima y schools, and he indings poin o an impo an insigh ega ding how
inclusi e eaching is di icul o achie e. The esul s a e consis en wi h wha is known abou he ba ie s o IE
implemen a ion by educa o s, bu also p o ide some unexpec ed insigh s wo h u he in es iga ion.
Conclusions
The main inding is ha he e is a need o g ea e eache p epa edness h ough special educa ion. Despi e
he numbe o educa o s who we e op imis ic abou hei po en ial o se e s uden s wi h ASD, a signi ican p opo ion
epo ed ha hey el inadequa e o se e he s uden s’ unique needs. A he same ime, ambi alence o ce ain y and
unce ain y unde sco es he u gen need o ull aining p og ammes gea ed speci ically o he challenges o eaching
s uden s wi h ASD. A he same ime, because eache s alk abou he psychological cos s o beha iou managemen ,
p o essional lea ning also needs o include lessons on s ess managemen and esilience o educa o s.
Su p ise Resul s
The su p ising esul o he s udy is ha he le els o adminis a i e suppo a y conside ably om school
o school and, as a esul , eache s’ pe cep ions o hei e ec i eness seemed o a y a g ea deal. I has been iden i ied
ha eache s desc ibed eeling suppo ed, while o he s desc ibed a dismal lack o esou ces and s a dedica ed o
special educa ion. This di e ence indica es ha he e is a sys emic ailu e wi hin he educa ion sys em, whe e policy
implemen a ion and in es men may be biassed, wi h implica ions o ASD s uden s. A he same ime, hey ound
ha he wo k o pa en s, eache s and specialis s is la gely pa chy, in con as o he ecognized impo ance o
pa ne ships in inclusi e lea ning. Teache s wan ed mo e o mal communica ion and egula expe inpu , which
sugges s he exis ing model could no p o ide he ype o join ca e ha would be needed o s uden success.
Explana ions
These esul s a e also able o be explained by he la ge educa ional e o m scene in Malaysia, whe e he
inclusi e educa ion mo emen is s ill in i s in ancy. Inequali y in suppo and esou ces can s em om ins i u ional
ba ie s, including lack o unding and cohe ing policy a angemen s. Fu he mo e, cul u e migh be ano he eason
why eache s do no emb ace inclusi e p ac ices, ad ocacy and awa eness ini ia i es may help sp ead a mo e inclusi e
mindse o all s akeholde s. O e all, i can be said ha he indings poin o he impo ance o sys emic aining,
esou ces and collabo a ion change o make inclusi e educa ion wo k o s uden s wi h ASD.
5.3 Recommenda ions
In o de o apply he indings o his s udy o he schools in Malaysia, we can make some simplis ic
sugges ions o make ou p ima y schools mo e welcoming o s uden s wi h au ism spec um diso de (ASD). A he
i s ime, p o essional de elopmen o ASD-speci ic eache s mus happen o educa e hem abou how o handle
di e en needs in he class oom. Such educa ion mus in ol e beha iou managemen , senso y in eg a ion, and
ins uc ional me hods designed o ASD s uden s. On he o he hand, school dis ic s ha e o i s pay i s dues by
a ac ing esou ces and money o suppo special educa ion. This mus include he p o ision o good esou ces and
he hi e o a suppo s a o assis wi h inclusi e p ac ices.
I is also impo an o ha e clea channels o communica ion be ween pa en s, educa o s and
p o essionals. Schools should o ganize wo kshops and mee ings on a egula basis, o be able o collabo a e, wi h
pa en s p esen ing expe iences and expe s o e ing guidance. On he o he hand, he e is such a hing as inclusi e
school cul u e. This can be accomplished by ad ocacy, aising awa eness on he bene i s o inclusi e educa ion,
ga ne ing e e yone’s commi men , and p o iding a space o ASD s uden s. These a e he bes p ac ices ha can be
implemen ed a schools in o de o make lea ning ulle and ai e o all s uden s.
5.4 Limi a ions o he S udy
The s udy has a ew d awbacks ha we should be awa e o . I can be said ha he sample size o 254 eache s
migh no be ep esen a i e o he a ied expe iences and opinions o all eache s in Malaysian p ima y schools, which
could be a limi a ion o he indings. A he same ime, he use o sel - epo s can lead o bias, because people migh
gi e mo e desi able esponses han how hey ac ually el abou inclusi e educa ion. On he o he hand, i s udies
educa o s’ iews alone, which could lea e ou child en and amilies wi h au ism spec um diso de . Fu he mo e,
because he esea ch was c oss-sec ional, i s ime- e e ence is oo na ow o es ima e he cumula i e e ec s o
iden i ied obs acles and in e en ions on inclusi e educa ion.
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5.5 Recommenda ions o Fu u e S udies
In he u u e his esea ch will need o include he expe iences and oices o s uden s wi h au ism spec um
diso de and hei amilies in o de o be e unde s and inclusi e educa ion. A he same ime, long- e m esea ch
would gi e good in o ma ion abou he long- e m impac s o aining and esou ces on he pe o mance o eache s
and s uden s. In addi ion, s udies om o he places o educa ion ins i u ions migh d aw a en ion o success s o ies
and no el o ms o inclusi e lea ning. Finally, esea ch in o how school cul u e and communi y engagemen con ibu e
o inclusi e p ac ices may u he deepen ou knowledge o wha makes inclusi e p ac ices wo k in di e en
en i onmen s.
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