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

Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [400] MBA STRATEGIC PROJECT Surname: GOH First Name: JONATHAN Initials: JG Student ID: B01665586 Course Code: BUSN (11076) (FFAFDFSAF) Project Supervisor: Prof.Dr Ian Mackechine Project Title: BARRIERS TO EFFECTIVE IMPLEMENTATION OF INCLUSIVE EDUCATION FOR AUTISM IN MALAYSIAN PRIMARY SCHOOLS Submission Date: 6th December 2024 Please tick appropriate box: I give permission for my project to be made available for reference in the University of the West of Scotland library. Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [401] I do not wish my project to be made available in the University of the West of Scotland library as it contains confidential information. I certify that all material in this project which is not my own is duly acknowledged. I have read and understand the University’s policy on plagiarism. The copyright of this project rests with the author. No quotation from it should be published without her prior written consent and information derived from it should be acknowledged. Signed……………………………………………………………… TABLE OF CONTENTS MBA STRATEGIC PROJECT ............................................................................................................................ 400 ABSTRACT .............................................................................................................................................................. 402 Chapter 1: Introduction .............................................................................................................................................. 403 1.1 Background of the Study ................................................................................................................................. 403 1.2 Problem Statement .......................................................................................................................................... 404 1.3 Research aim ................................................................................................................................................... 405 1.4 Research objectives ......................................................................................................................................... 405 1.5 Research Questions ......................................................................................................................................... 405 1.6 Significance of the Study ................................................................................................................................ 405 Chapter 2: Literature Review ..................................................................................................................................... 405 2.1 Overview of Autism Spectrum Disorder ......................................................................................................... 405 2.2 IE Policies in Malaysia for Autistic Children .................................................................................................. 406 2.3 Theoretical Framework ................................................................................................................................... 407 2.4 Variables ......................................................................................................................................................... 409 2.4.1 Dependent Variable ................................................................................................................................. 409 2.4.2 Independent Variables ............................................................................................................................. 409 2.5 Hypothesis ....................................................................................................................................................... 410 2.6 Conceptual Framework ................................................................................................................................... 411 2.7 Summary ......................................................................................................................................................... 411 Chapter 3: Methodology ............................................................................................................................................ 411 3.1 Introduction ..................................................................................................................................................... 411 3.2 Research Design .............................................................................................................................................. 412 3.3 Research Approach ......................................................................................................................................... 412 3.4 Sampling Method ............................................................................................................................................ 412 3.5 Data Collection ................................................................................................................................................ 413 3.6 Data Analysis .................................................................................................................................................. 413 3.7 Summary ......................................................................................................................................................... 414 Chapter 4: Data collection and analysis ..................................................................................................................... 415 4.1 Introduction ..................................................................................................................................................... 415 4.2 Thematic analysis ............................................................................................................................................ 415 Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [402] Theme 1: Challenges and Opportunities in Implementing Inclusive Education for Students with Autism Spectrum Disorder (ASD) ................................................................................................................................. 415 Theme 2: A Targeted Training and Professional Development is needed to Enhance Preparedness for Teaching Students with Autism Spectrum Disorder (ASD) ............................................................................................. 415 Theme 3: Innovative Curriculum Adaptation Strategies for Supporting Students with Autism Spectrum Disorder (ASD) ................................................................................................................................................................ 416 Theme 4: Insufficient Resources and Support Systems for Teaching Students with Autism Spectrum Disorder (ASD) ................................................................................................................................................................ 416 Theme 5: Variable Collaboration Between Parents and Specialists in Supporting Students with Autism Spectrum Disorder (ASD) ................................................................................................................................................. 416 4.3 Statistical analysis ........................................................................................................................................... 417 4.4 Hypothesis testing ........................................................................................................................................... 421 4.5 Summary ......................................................................................................................................................... 422 Chapter Five: Summary of findings, discussion & recommendations ....................................................................... 422 5.1 Summary of research findings ......................................................................................................................... 422 5.2 Discussion/Conclusions .................................................................................................................................. 423 5.3 Recommendations ........................................................................................................................................... 423 5.4 Limitations of the Study .................................................................................................................................. 423 5.5 Recommendations for Future Studies ............................................................................................................. 424 Reference List ............................................................................................................................................................ 424 Appendix 1: Interview transcript ........................................................................................................................... 426 ABSTRACT The present research examines the barriers experienced in the IE policies for children with ASD in understanding the context of implementation in the Malaysian primary schools. Autism is a developmental disorder for children that categories the understanding of language, interaction with others, and learning, which is increasing in Malaysia. While IE has been an intended policy to improve the education of students with disabilities by placing them in general classrooms, this study reveals several barriers to the successful implementation of the policy for autistic students. The emerging issues include a shortage of qualified education professionals, the lack of teachers’ knowledge of the disorder, and a scarcity of suitable educational resources. The structure of school curriculum in Malaysia is very inflexible and does not offer much flexibility to cater with the requirement of the children with ASD. This research seeks to find out the challenges that hinder the use of IE as well as gain understanding on the concerns that in relation to curriculum and professional development for ASD students. Moreover, focusing on the results of the recent studies and policies, the research stresses the need in searching for new approaches to minimise the existing educational practices for the children with ASD. The study provides policy makers, educators, and healthcare practitioners with a clear guideline for designing policies and interventions that enhance school experiences of children with autism in Malaysia. From this study, the sectors where the education system fails to support the children and where improvement can be attempted in order to advance the agenda of inclusive education for all will be identified. This research is qualitative and quantitative in design, and mixed methods. The quantitative part involves asking 310 teachers, using closed-ended questionnaires, what they are thinking and experiencing around IE policies. At the same time, qualitative data will be collected through semi-structured interviews with 10 selected teachers and administrators to get their insight and personal perspective. This dual pedagogy is designed to offer a more detailed description of what prevents autistic students from gaining access to IE. The key findings of the study point to significant barriers such as inadequate teacher training, ASD-specific training, and disparate administrative support. Educators frequently reported being overwhelmed at the challenge of meeting ASD students’ specific needs and experiencing feelings of emotional distress due to behaviour issues. The studies show structural deficiencies in the educational system, including a lack of consistent care, resources and communication between parents, teachers and professionals. Remarkably these results indicate a gap in administrative support from school to school, and therefore a difference in teacher assessment. Such heterogeneity points to a larger systemic issue in policy and funding that can Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [403] shape ASD students’ learning. The research points to the need for specific professional training, better communication, and stronger stakeholder collaboration to foster an inclusive learning environment. Keywords: Autism Spectrum Disorder (ASD), Inclusive Education (IE), Malaysia, primary schools, special education, teacher training, curriculum adaptation, learning disabilities, educational barriers, neurodevelopmental disorder Chapter 1: Introduction 1.1 Background of the Study Autism Spectrum Disorder or ASD is a neuro developmental disorder that impacts an individual’s ability to communicate, interact in social related activities and may involve repeated patterns of behavior. ASD is confirmed to have an upward trend among children and young persons in Malaysia as in other parts of the world. One will find that there is a dearth of extensive information about this particular special need among children in Malaysia as provided in a recent report. The prevalence of children diagnosed with autism has been on the rise, with 562 children affected in 2020 and 589 affected in 2021 (Murugesan, 2024). Around 80% of the diagnoses were among children aged between 2 and 3 years, which show that the condition is diagnosed at an early age. The occurrence of cases in young people is on the rise and presents the following emerging picture of the new normal, a worrying trend that should be of serious concern to educators, policymakers, and other healthcare practitioners. Education emerges among the most difficult areas when it comes to the mainstream schooling of children with ASD. The concept of IE (Inclusive education) is of significant focus in the education of children with disabilities and it refers to the process of educating learners in the general classroom for group of learners in groups of learners without reference to their capability or difficulties (Lindner & Schwab, 2020). However, the use of IE for children with autism has some challenges in Malaysia where the education system is struggling to find the best way to meet the needs of these children within the general classroom. IE aims at allowing these students to be integrated in main classrooms with peers of similar age and ability but in the same time to make sure that they get all necessary help to succeed academically and personally. In one way or another, it is regrettable to note that the Malaysian education system has not effectively adopted IE practices for learner with autism though there have been numerous attempts to do so. A lot of autistic children are challenged when attending general schools that have structures which prove difficult for their growth since they are not fully understood. Some of the reasons for this include; unqualified educators, low understanding of autism and inadequate materials. Leveraging on the on trends evidences about the increasing population of children with autism in Malaysia, will warrant efforts to try and establish the challenges that hinder implementation of IE policies. Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [404] Figure 1: No. Of children diagnosed with Autism in Malaysia 2013-2023 (Sourcehttps://ova.galencentre.org/number-of-children-diagnosed-with-autism-in-malaysia-increased-by-663from-2013-to-2023/) 1.2 Problem Statement In Malaysia, the government introduced some policies to enhance a provision of learning to children with disability especially those with autism. However these policies have not been implemented effectively because of some conditions as follows. One of the major concerns is that to establish adequate teaching staff qualified and competent enough to teach the learners. In the study conducted by Binti Samian & Bin Rohani (2020) depicted that the majority of the teachers in Malaysian primary schools lack preparation to attend the needs of the students with autism. The teachers themselves lack the knowledge regarding how autism can be explained to children, and how teaching strategies need to be adapted to ensure inclusion into classes. The operationalization of this perspective supports the argument that curriculum specialization is an essential barrier to inclusive education in Malaysia. Most autistic students are supposed to learn the same curriculum as other typical students with no filler or deviation from the program. What these reforms fail to consider are the child with autism learning needs where every child has different teaching abilities and thus learning ability. Malaysian primary schools do not reflect the studentcentered approach, and this has made classroom environment to be very unhealthy for autistic learners since they cannot cope with the mainstream education. Another factor is teacher attitude toward inclusive education as an element that determines the success of IE practices. According to Low et al., (2020) special education teachers have taken time to state their concern in regards to the ability and efficiency of general education teachers to educate autistic students. General education teachers stated that they lack the necessary knowledge and experience to support integration of autistic learners in their classroom irrespective of their experience in teaching students with ASD. This negative attitude poses even more difficulties regarding the implementation of IE as teachers with such perception may lack motivation or self efficacy to cater for such student. Another cause at the national level is also related to the inefficiency of policies that are part of the IE in the Malaysian education system. Teacher assistants in countries like UK and Australia were prepared to work for autistic students in integrated settings (Min & Wah, 2020). These assistants help teachers closely to monitor every child, and more so the autistic ones to give them the attention necessary to enable them. The foreign talent system is not formally existent in Malaysia though it has certain traits of such a system. The lack of trained teacher assistants alongside the lack of Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [405] proper course of classroom management makes it very challenging for teachers to properly attend to autistic students most especially. In consequence, the problem is complex. The main barriers to practising inclusive education for autistic students in Malaysia are teacher training, Curriculum issues, teacher attitudes and education system. This paper identifies the following as major problems that need to be solved in order to provide children with autism equality and chance for success in inclusive education. 1.3 Research aim The purpose of this study is to understand significant issues and challenges that hinder the implementation of inclusive education for children with autism in Malaysian primary schools so that potential strategies may be elaborated for improving inclusive education practices of educators and education system.. 1.4 Research objectives ● To find what are the existing barriers preventing the implementation of IE practices in primary schools of Malaysia for autistic children ● To analyse the fundamental causes of the factors affecting the education of the autistic children in the primary schools of Malaysia ● To propose the probable strategies to overcome this problem 1.5 Research Questions ● What are the existing barriers preventing the implementation of IE practices for autistic children in Malaysian primary schools? ● What are the major underlying factors of these challenges for implementing IE practices? ● What are the probable strategies to effectively address and overcome these barriers to improve educational experience and better academic management for the autistic students in the Malaysian primary schools? 1.6 Significance of the Study The significance of this research lies on the challenge of intervention for children with ASD in Malaysia to be in school with their peers. This is especially important bearing in mind that the number of children diagnosed with Autism is rising and therefore the question of what hinders these children from enjoying quality education needs to be answered. Thus, the present study intends to shed some light on the issues of Malaysian education system and practices, investigate teachers’ experiences, and curriculum requirements for offering references to enhance the implementation of inclusive education in the context of Malaysia. The implication of the findings of this study will benefit educators’ policymakers and any stakeholders who have interest in the education of autistic children. Analyzing the barriers of the successful realization of EC should aid in the formulation of antecedents of inclusive Education policies and practice. Furthermore, this study will also permit contributing to the evaluation of the evaluation of the equal opportunity to learn in Malaysia and allow facilitating the integration of all students into Malaysian schools, irrespective of their disability. Chapter 2: Literature Review 2.1 Overview of Autism Spectrum Disorder ASD is a developmental disorder that has an impact on an individual’s communication, social skills and their respond to the environment. In this case the term “spectrum “is used to suggest that children with the disorder are a diverse group who suffer from a wide array of symptoms, which vary in severity and present differing degrees of difficulty. These signs can be seen in infancy, commonly before the age of three years and remain the child’s life. Some of the common features of social cognition difficulty are; impaired social competence, social pragmatism, and social perception. Another important feature of ASD is the fact that is a very heterogeneous syndrome. There is no one on the autism spectrum that will go through exactly the same as someone else. Some forms are characterised by quite mild signs and children are able to cope with most aspects of life, whereas other forms are characterised by profound developmental delay, children being virtually unable to communicate, interact with the environment, etc. One’s autism experience is further highlighted as being diverse for this reason and this goes hand in hand with understanding that there is no one set way that autism can present. This heterogeneity also increases diagnostic difficulties and need for individual specific intervention (Khairuddin et al., 2020). The primary underlying causes include genetic and even environmental aspects that have not been discovered to date. Autism is widely referred to as a genetically inherited disorder, which greatly increases the likelihood that the condition will occur within a family. Some individuals with autism have mutations that make the disorder prominent, Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [406] although the mutations are different in each person. Sometimes, the autism may be associated with other genetic disorders like Fragile X syndrome, but in most instances, the disorder is not connected to such syndrome. It is also believed that biological environmental aspect may play a role in the development of ASD. Some investigations have looked at possible antecedent constitution cues like the pregnant woman’s exposure to some substances during pregnancy either chemically, physically or bacteria and virus infected pregnancy. Moreover, the state of affairs during delivery, including prematurity or low birth weight, is likely to make a child vulnerable to such problems. Nevertheless, there is still no substantial proof that shows a particular environment that causes autism this shows that identifying root causes of autism is not easy (Lord, et al., 2020). Children with autism have various difficulties that may hamper them for participating in society as other normal individuals do. It will also affect social interpersonal relationships which can be very complex. Some children with ASD have difficulty identifying emotions displayed by their peers through their facial expressions or even the gestural language or tone of voice. This could affect friendships making and sustaining them and in the process feels lonely or frustrated. Apart from social impairments, others are faced with stereotyped behaviour or intense fixations. They may become fixated on certain subjects or particularly objects and partake in stereotypic behaviours such as hand flapping or rocking. While such behaviours may help offer comfort or the perception of some control, they also can cause impairment of otherwise normal activities. Other core features that might be observed in children with ASD include problems with flexibility in thinking and behaviour simply because even a slight variation of routines may be distressing. Like many other aspects, children with autism also experience problems in communication (Naznin et al., 2023). It is important to know that a number of children with autism are nonverbal – this means that they cannot speak and cannot use words, speech or signs to interact with others. Some children may be slow in learning languages as compared to other children or may use language inappropriately for instance through echoic language which is termed as echolalia. Such children can still have difficulty functioning at the pragmatic level, which includes the ability to comprehend idioms, jokes or proverbs as well as following the rules for conversation and turn taking about. It is important to diagnose children on the autism spectrum as early as possible and begin the children’s early intervention immediately. There is no treatment for autism and yet, through interventions like speech therapy, occupational therapy and other behaviour therapies a child with autism can gain speech and language skills and learn how to interact with others and manage his or her behaviours. Thus, ASD is a complex and diverse condition that in various ways affects encompassing functioning of people. This stigma intrudes in many features of communication, behaviour and social interaction, which makes it different for each person it occurs with. Though, it is established that the root cause of the disorder is still unclear, there is still research that is being conducted to find out whether it is a genetic or environmental issue. These findings are important, as accurate screening and support that fits the child with autism’s needs will enable him or her to play successfully and to the best of his or her ability in the world. 2.2 IE Policies in Malaysia for Autistic Children Inclusive Education (IE) on the other hand is a teaching model that services children with disability such as Autism Spectrum Disorder (ASD) right in the context of pre-schooled built for non-disabled children. The idea aimed through IE is to allow every child, including the disabled one, to learn with his or her peers in ‘normal’ classes, instead of in a separate class. The call for an inclusive education for children with autism in Malaysia has in the recent past received boost, but the following factors present some challenges. Malaysian IE policies for autistic children are being championed by several ministry departments, namely, Ministry of Education, the Ministry of Higher Education, and the Ministry of Women, Family, and Community Development. These ministries have been collaborating to enhance the capacity of educational services for children with the disability-ASD. Malaysia has been aware of the the special education since then, offering formal programs for special education teachers since 1980s. This training program was aimed at providing teachers with the appropriate knowledge and skills in order to address children with disabilities such as mental and developmental delay (Mitchell, 2023). Among the main policies that have been formulated to enhance Inclusive Education in Malaysia, the most imminent is Zero Reject Policy. This policy launched by Ministry of Education suggests that no child with disability cannot be refused admission to school at any instance (Chin, 2023). It entitles all children, including those with autism, to be accepted in ordinary schools and be provided for when in school. This policy highlights the fact that every learner has special needs, and thus appreciates diversity and equity in the education systems. The Zero Reject Policy is a positive step towards changing the social relations in school system in Malaysia. But again, this has not been on any brick like challenges. Among these challenges, the shortage of competent professionals who could help train teachers to Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [407] accommodate autistic students in regular schools represents one of the most significant issues. While special education teachers go through training on disability and the best approach to handling students with the condition, many majority of general education teachers’ lack adequate training for autism learners. This lack of training h e can lead to the use of informal methods of handling the students and in the worst scenarios amount to the exclusion of the autistic students in the class. Figure 2: Development of inclusive education policy in Malaysia (Sourcehttps://www.researchgate.net/figure/Historical-development-of-inclusive-education-policy-inMalaysia_fig1_346109020) The other problem revolves around the fact that the curriculum is rather set in concrete. The current type of education system in Malaysia has no distinction in curriculum for students with and without disabilities with particular reference to students with autism. This sort of rigidity becomes a major issue in the learning process for the autistic children as they require customized learning approaches. In many classes, autistic students do not find they can learn with children in a mainstream class, which leads to low frustration and disinterest. However, there have been some encouraging signs in the campaign for the implementation of the policy of inclusion in education. A manifested aim to enhance the special education in Malaysia is introduced by its attempt to promote the awareness of autism as well as other disabilities (Istiyati et al., 2023). Moreover, increased awareness is now being paid to such ideas as pre-service and in-service teacher education, the promotion of which could be focused on the problem of inclusive practices. These programs have the intention and opening to help teachers to facilitate the necessary environment for each child a learning-friendly classroom. 2.3 Theoretical Framework In this context, this research utilizes Bronfenbrenner’s Ecological Systems Theory as the framework to address on how different environmental factors affect children with ASD on their education and development particularly under IE in Malaysia. Bronfenbrenner’s brings out the microsystem, mesosystem, exosystem, macrosystem and chronosystem through which the organization of various circumstance co - impact on an individual; therefore, it poses Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [408] as an appropriate lens through which to understand the barriers and possibilities existing within the Malaysian educational system for autistic children. Figure 3: Bronfenbrenner’s Ecological Systems Theory (Sourcehttps://www.researchgate.net/figure/Bronfenbrenners-Ecological-Systems-Theory-1979-1994-and-itssocial-and-spatial_fig1_365781984) Microsystems: Immediate Environment The Microsystems includes the closer environment, which a child with ASD communicates, for example, family members, friends and school. The school environment which children spend most of their time is very important to their social and academic needs. The Zero Reject Policy in Malaysia means that autistic children go to normal classes, but its efficiency strongly depends on the teachers and other students’ approach to such kids. Teachers are also likely to teach autistic kids on reasons why they should accept other children and how these children should treat them. But this congenial environment can turn into an unfavorable one if teachers are not trained in how to deal with autistic students, which is quite common in schools of Malaysia at the moment. The microsystem insists that only the immediate interactions between autistic children and teachers are critical to the learning process. Mesosystem The mesosystemt pertain to the reciprocal interchange between two microsystems like the home and school environment. IE integration with parents and teachers is significant to support children with the disorder, within the context of this study. For instance, IEPs for the autism requires the parents, teachers and the educational authorities to participate immensely in the developmental of such plans for the autistc children. Otherwise, lacking the corresponding support at home and school, the child may not receive it at all (Attard & Booth, 2023). Subsequently, according to Bronfenbrenner’s mesosystem is the key component in forming strong partnership with different parties to form a closed helpful network for autistic students in Malaysian mainstream schools.. Exosystem: Indirect Environmental Influences The exosystem is made up of environmental systems external to the child that shapes the child’s development in one or many ways but the child does not come into direct contact with. Under this system, we have such policies; Malaysia’s Zero Reject Policy, which is an education policy that aims at making sure any child cannot be turned away by any school. Despite the fact that autistic children are unlikely to personally interact with the policymakers who devise such rules, these regulations significantly impact the autistic children’s learning process. For instance, specialization of teachers and resource availability, support services depend on the effectiveness of these policies (Pratiwi, 2024). The strength of exosystem is also a weak enmity in this respect; if the policy is weak or poorly Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [415] Chapter 4: Data collection and analysis 4.1 Introduction This data collection and analysis chapter provides an insightful analysis of inclusionary education for students with autism spectrum disorder (ASD) focusing on both complexities and prospects in the teaching arena. This chapter will include thematic analysis of responses to six questions that have been conducted focusing on teacher preparedness, training needs, curriculum development and resources needed to facilitate inclusive practice. Building on this, statistical analysis of the same data will be provided to identify the areas that need to be strengthened in an effort to facilitate better development of students with ASD in inclusive settings. 4.2 Thematic analysis Theme 1: Challenges and Opportunities in Implementing Inclusive Education for Students with Autism Spectrum Disorder (ASD) The road toward inclusion for ASD (autism spectrum disorder) students is both rocky and rewarding. As stated by Cook & Ogden (2022), the value and opportunity in working with ASD students, but they also understood the challenges in making their classrooms supportive of them. One head of primary school said: ‘Teaching children with ASD is interesting and fulfilling, but stressful’. Teachers and administrators noted that the most emotional burden came from behaviour management in the classroom. One of the biggest lacking areas identified by teachers was teacher preparedness (Howard & Milner, 2021). ‘Teacher preparedness and understanding isn’t there yet,’ shared one school administrator. ‘I’ve heard people talk about, well, they would feel better doing inclusion if they knew what some of these kids go through. So there is upfront training that we need.’ ‘I’m constantly at a loss for how to address disruptive students,’ concluded a teacher. Resistance to more inclusive practices exacerbates the situation. Some teachers resent having to change their ways: ‘Not all the teachers will implement it and this is the problem,’ says one school administrator. As stated by Molina Roldán et al. (2021), when there is no overarching approach across the school campus, then none of the children benefit as much from the approach of inclusive education, and students with ASD are especially unable to have their needs catered to. For all the obstacles, there are a number of advantages that can be harnessed to make the system better. Teachers understand the distinct nature of each child's pupils when they say ‘Every child is different’. This implies that each child has a unique opportunity to benefit from some combination of pedagogical innovation and focused effort that will culminate in success. Administrators realise that ‘inclusive education is a work in progress’, hinting at a need for continual training, collective pursuit and development to improve their understanding and capacity to support pupils on the ASD spectrum. Through concerted effort to redress the stated challenges and harness these advantages towards a more robust style of inclusive education. Theme 2: A Targeted Training and Professional Development is needed to Enhance Preparedness for Teaching Students with Autism Spectrum Disorder (ASD) The lack of training teachers receive to teach students with ASD is a source of concern for teachers and administrators. Many feel ill-prepared to work with the specialised and complex needs that ASD brings to the classroom. As one teacher put it: “I don’t have any specific ASD training, in terms of autism training, training in effective teaching practices for autism will definitely give me higher confidence”. As coined by Molina Roldán et al. (2021), this lack of basic training hampers teachers’ ability to create inclusive classrooms in which students with any type of need can be successful. School administrators echoed the call for more training, but emphasised that teachers needed training for specific intervention with ASD: ‘Teachers need very specific interventions to deal with the challenges of autism.’ Lessner Listiakova & Preece (2020) coined that requiring training to be more specific than generic reflects the idea that teacher preparation for ASD is not translating into improved learning for these students. Besides, continuous professional development is something that teachers appreciate as one said: ‘I feel like I am not well-prepared for some things. More just classroom management training, on how to manage ASD students would help’. Bernacki et al. (2020) have said that there is a clear deficiency in skills that can be addressed through workshops and training sessions. Finally, another manager noted: ‘Training should be provided for a longer period of time. Teachers should study autism more and adjust their teaching methods accordingly.’ This reinforces the view that there is a need for a commitment to lifelong learning and development for teachers if they wish to improve their readiness and confidence to support students with ASD. Hence the training and professional development program for teachers and other educators should be more structured and based on the specific requirements of ASD students. Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [416] Theme 3: Innovative Curriculum Adaptation Strategies for Supporting Students with Autism Spectrum Disorder (ASD) Adapting the curriculum to meet the diverse needs of students with Autism Spectrum Disorder (ASD) is essential for fostering an inclusive learning environment. In the words of Acton (2021), teachers and school principals have shared with us a range of strategies that they have implemented to assist in the learning of students at school. One is as simple as using visuals and mini-lessons: ‘I use visuals and mini-lessons. I really use sensory breaks. Everything really helps focus.’ This allows the student to be just that. It is also important to the environment to meet the unique sensory needs of the student. Moreover Ginja & Chen (2020) said that differentiated learning plans are critical to meeting student needs. One teacher said: ‘Technology gives me a way to reach a student that, when in big groups, cannot function. But the smaller groups, they can talk to me and are really good.’ In this way, the technology can help provide students with individualised learning that magnifies their strengths and mitigates their weaknesses; it can help a student who wouldn’t otherwise be able to function in the classroom. Co-construction of the curriculum is further supported by peer-support. One teacher summarised her experience: I’ve used peer support, and..the background is very good, this environment. A Culture of teacher collaboration helps bring about curricular accommodations (Cook-Sather & Cook-Sather, 2023). ‘We encourage teachers to assist and guide each other, in a comforting environment.’ This ethos sees not only the sharing of strategies, but also the formation of a community of practice that continually improves teaching practices for ASD students. Hence it can be said that employing innovative curriculum adaptation strategies by implementing visuals, differentiated learning plans, peer support, and promoting collaborative teaching among people with Autism Spectrum Disorder to attain higher attainment in their educational journey. Theme 4: Insufficient Resources and Support Systems for Teaching Students with Autism Spectrum Disorder (ASD) The ability of the teaching staff to provide an appropriate environment depends a lot on the willingness of the school administration to provide support and resources such as materials and special education staff. One of the major challenges identified by many of the interviewees was a lack of adequate resources and support. Several teachers echoed their concerns with the unevenness of administrative support, saying: ‘administrative support is very uneven. We need more specialised resources and personnel to ease students’ broad-spectrum range of needs’. As coined by Snell-Rood et al. (2020), a system that can better address the diversity in needs of students with ASD requires increased structure and reliability. Administrators acknowledged the resource constraints on their ability to provide support to teachers, as one described: ‘We are trying to be the best. We do not have enough money for giving the children teaching books for special education, and not enough people for extra special education’. The struggle to allocate sufficient funds and personnel to special education remains. Moreover, teachers cited the paucity of specialised teaching materials as a major issue. As there is not much teaching material specifically adapted for autism and the learning environment makes a huge difference but nobody else is specially trained to teach me,’ another teacher explained. Furthermore, another administrator shared: ‘We can give you a little for intervention but the bottom line is you need some other resources there, and maybe other personnel, to answer their needs for ASD in a more specific way than we can.’ This spotlights the ways in which support structures must be enhanced to address the complicity of teaching students with ASD. As said by Stephenson et al. (2021), the lack of resources and support, which are both reported by teachers and administrators, impact the education of the students with Autism Spectrum Disorder. Hence, there are a number of gaps that need to be filled for the students with Autism Spectrum Disorder to get the proper education and feeling supported in school. Theme 5: Variable Collaboration Between Parents and Specialists in Supporting Students with Autism Spectrum Disorder (ASD) The interviews describe a landscape of uneven collaboration that has significant consequences for the educational experience of pupils with ASD. As coined by Mazon et al. (2022), positive collaboration among parents, teachers and specialists can help students with ASD reach their full potential. Teachers commented on the need for parental involvement. Parental collaboration is usually a lovely thing to have but generally very few people want to say and this indicates the value of what can happen if experts are involved and what can be lost if not. They also talked of a desire for a more structured relationship with specialists. One said: ‘I would like to see regular, formalised workshops. Others echo that sentiment when explaining some of the burdens that school administrators carry out ‘Parents cooperate; some are involved, others are not. Consistency might be needed to handle the children. Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [417] Some of the children need either one-on-one tuition, a tutor in class, or a classroom buddy.’ Another administrator commented ‘Real collaboration with specialists is patchy, something like a “board” would increase support systems.’ Lack of regular contact with the specialists was another common thread: one teacher said ‘I think it is really good to always be talking to parents but I don’t think the specialists are around when you need them.’ It was clear that, in the midst of a busy work schedule, timely and appropriate communication between all parties was not always possible. Parents and educators should discuss and agree on a plan, but there are still many gaps between the two. There are still a lot of issues that need to be addressed. All the specialists have to visit the school more regularly. Including parents into structured communication regularly, will create an environment where the needs of the students with ASD are going to be more effectively met. 4.3 Statistical analysis Descriptive Statistics N Minimum Maximum Mean Std. Deviation 1.My effectiveness as a teacher is significantly influenced by my ability to implement inclusive education practices. 254 1 5 4.23 1.058 2.I feel that my teaching efficiency improves when I receive adequate support for teaching students with autism. 254 1 5 4.03 1.251 3.The challenges I face in teaching students with autism directly impact my overall teaching performance. 254 1 5 4.27 1.103 4.My classroom management skills positively affect my efficiency in teaching students with diverse needs, including those with autism. 254 1 5 4.04 1.092 5.I believe that continuous professional development is essential for enhancing my teaching efficiency in an inclusive classroom. 254 1 5 4.17 1.050 1.I feel adequately trained to implement inclusive education practices for students with autism. 254 1 5 4.24 1.059 2.My professional development has equipped me with the skills necessary to support students with autism effectively. 254 1 5 4.24 1.147 Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [418] 3.I have sufficient knowledge of autism and its impact on learning to adapt my teaching strategies. 254 1 5 4.17 1.219 4.My training includes effective strategies for addressing the needs of students with autism in an inclusive classroom. 254 1 5 4.33 .987 5.I believe that my competency in managing diverse learning needs directly influences my teaching efficiency. 254 1 5 4.17 1.126 1.I believe that inclusive education positively impacts students with autism. 254 1 5 4.23 .963 2.I approach the challenges of teaching students with autism with a positive and proactive attitude. 254 1 5 4.18 1.098 3.My willingness to adapt my teaching methods enhances my effectiveness in supporting students with autism. 254 1 5 4.03 1.251 4.I feel that my colleagues' attitudes towards inclusive education affect my motivation to implement it. 254 1 5 4.13 1.127 5.I am committed to fostering an inclusive classroom environment for all students, including those with autism. 254 1 5 4.04 1.092 1.I have access to the necessary teaching resources to effectively support students with autism in my classroom. 254 1 5 4.17 1.050 2.The availability of specialized teaching materials enhances my ability to implement inclusive education. 254 1 5 4.04 1.092 3.Insufficient resources hinder my ability to effectively teach students with autism.. 254 1 5 4.20 1.060 Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [419] 4.I receive adequate support from my school administration regarding the provision of resources for inclusive education. 254 1 5 4.27 1.067 5.Increasing the availability of resources would significantly enhance my teaching effectiveness for students with autism. 254 1 5 4.21 1.140 Valid N (listwise) 254 Table 4.1: Descriptive stats (Source: Self-developed) The descriptive statistics relate to a sample of 254 educators in relation to their perception about the inclusive education practices vis-à-vis the students with Autism Spectrum Disorder (ASD). Each level of agreement is rated on a 5-point Likert scale ranging from 1 (strong disagreement) to 5 (strong agreement). The mean scores tapered from 4.03 to 4.33 which indicate that teachers have a positive outlook about their training, availability of resources for supporting inclusive practices and the impact of inclusive practices on their effectiveness in teaching students with autism. One of the significant findings is probably the statement “I feel adequately trained to implement inclusive education practice toward students with autism” receiving a score of 4.24 with standard deviation of 1.059. This reveals that the majority of teachers believe they are equipped by the necessary knowledge and skill to back up students with autism effectively. Additionally, teachers agreed with the statement ‘The challenges I face in teaching students with autism directly impact my overall teaching performance’; this score (mean 4.27) indicates great impact on how teachers perceive their efficacy in classroom teaching. As stated by Gómez-Marí et al. (2021), this coincides with the literature that reveals that teaching students with autism requires a lot from a teacher. In terms of resource availability, the educators reported a clear need for additional teaching materials and administrative support as exemplified in items such as, ‘I receive adequate support from my school administration regarding the provision of resources for inclusive education,’ with an item mean score of 4.27. This suggests that educators feel somewhat supported, but that there is a sense that resources are unevenly available from the administration. This is exemplified further by the item, ‘Insufficient resources hinder my ability to teach students with autism adequately,’ with an item mean score of 4.20. Consistent with Yazçayır & Gürgür (2021), this research supports the role of resource availability in the establishment of successful inclusive education environments. Moreover, the analysis likewise reveals that attitudes towards inclusion, including ideology conveyed by such statements as: ‘Inclusive education leads to a better quality of life for students with autism’ and ‘Educators are more proactive in teaching challenges’. These are perceived by teachers as indicators of the impact of inclusive education. Rusticus et al. (2023) have said that, a positive attitude and collaboration with colleagues create equilibrium and belief in oneself, significantly contributing to effective teaching and creating a warm and inclusive learning environment. Hence the results show general strong support in highly inclusive practices among teachers, but also display possible improvements. The high mean scores indicates teachers' willingness to make their schools more inclusive environments for students with autism, but the standard deviation also indicates the necessity to equalise the teaching supports among teachers. Therefore, improvement training and sufficient teaching resources to schools are the important factors that lead to the better outcome in teaching for students with autism. Correlations Affecting_Tea cher_Efficienc y Teacher_Train ing_and_Com petency Attitude_of_T eachers Available_Res ources Affecting_Teacher_Effici ency Pearson Correlation 1 .857** .895** .907** Sig. (2-tailed) .000 .000 .000 N 254 254 254 254 Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [420] Teacher_Training_and_C ompetency Pearson Correlation .857** 1 .776** .811** Sig. (2-tailed) .000 .000 .000 N 254 254 254 254 Attitude_of_Teachers Pearson Correlation .895** .776** 1 .895** Sig. (2-tailed) .000 .000 .000 N 254 254 254 254 Available_Resources Pearson Correlation .907** .811** .895** 1 Sig. (2-tailed) .000 .000 .000 N 254 254 254 254 **. Correlation is significant at the 0.01 level (2-tailed). Table 4.2: Correlation analysis (Source: Self-developed) The results of Table 4.2, the correlation analysis of the four variables of teachers' effectiveness, reveal the four variables are highly correlated with each other to some extent. It is clear that Effective Teacher Efficiency is positively correlated with three variables such as Teacher Training and Competency (r = .857), Attitude of Teachers (r = .895), Available Resources (r = .907), significantly at 0.01. Meanwhile, the variables of Teacher Training and Competency correlate positively with two variables like Attitude of Teachers (r = .776) and Available Resources (r = .811), both significant at 0.01. All of these mean that teachers' get good training. They get a better attitude, and available resources for teaching are crucial to improve teacher efficiency in teachings in inclusive classrooms. Reliability Statistics Cronbach's Alpha N of Items .959 20 Table 4.3: Reliability analysis (Source: Self-developed) The following 4.3 table below displays the reliability analysis showing that the Cronbach’s Alpha for items included in the survey was .959. The alpha value was way above the expected threshold which is .77. This implied that the survey was highly reliable since all the questions were measuring the same item. Moreover, a Cronbach’s Alpha value above .90, meant that the items in the survey were closely clustered and were contributing towards a unidimensional scale where items within a subset reflected a coherent concept. Reliability has been established; here ensuring a good and unbiased conclusion has been derived from survey. Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .942a .887 .886 1.45512 a. Predictors: (Constant), Available_Resources, Teacher_Training_and_Competency, Attitude_of_Teachers Table 4.4: Model summary (Source: Self-developed) The 4.4 table below summarises the results on model fit for the Regression. It is evident that the R of .942 indicates a strong positive relation between the, Teacher Training and Competency, and Attitude of Teacher) and the dependent variable. Moreover, the R Squared of .887 indicates that approximately 88.7% of the variation in teacher efficiency is accounted for by the predictors. The figures shown above are high and indicate substantial impacts of the predictors on the dependent variable. Adjusted R Squared is .886, which is a slight decrease in the value containing the same meaning of the R Squared figure with higher value .887 but accounted for the number of predictors in the regression. The Std. Error of the Estimate is found as 1.45512. This figure shows the average distance that the observed values are being estimated from the regression line. ANOVAa Model Sum of Squares df Mean Square F Sig. 1 Regression 4173.982 3 1391.327 657.098 .000b Residual 529.345 250 2.117 Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [421] Total 4703.327 253 a. Dependent Variable: Affecting_Teacher_Efficiency b. Predictors: (Constant), Available_Resources, Teacher_Training_and_Competency, Attitude_of_Teachers Table 4.5: ANOVA (Source: Self-developed) The following table 4.5 reveals the ANOVA result of the model that predicts teacher efficiency. The regression model's Sum of S173.982 with 3 degrees of freedom of d.f (df) and the Mean Square of 1391.327. The F-value at 657.098 shows that the model is significant at better than a .01 level, since the p-value (Sig.) is lower than .01. This explains that all the predictors (Available Resources, Teacher Training and Competency, and the Attitude of Teachers are sufficient to significantly explain variance in teacher efficiency. The Residual Sum of Squares of 529.345 with the 250 d.f are unexplained variances in the model. The total variance is 4703.327. Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) .319 .470 .679 .498 Teacher_Training_and_Com petency .291 .035 .305 8.247 .000 Attitude_of_Teachers .340 .049 .340 6.998 .000 Available_Resources .348 .051 .355 6.784 .000 a. Dependent Variable: Affecting_Teacher_Efficiency Table 4.6: Coefficients (Source: Self-developed) Based on the unstandardized coefficients, it can be concluded that a one unit increase in Teacher Training and Competency translates to an efficiency level of 0.291 units. The Attitude of Teachers with the same increase as earlier translates into an efficiency level of 0.340, while Available Resources contributes 0.348, respectively. Comparing the two coefficients, it is noted that all the predictors in the equation are statistically significant in terms of the p-value at .000, which indicates strong evidence against the null hypothesis. In brief, both coefficients have absolute values of greater than 0.3, indicating strong evidence against the null hypothesis. Further analysis of the standardised coefficients (β) shows Available Resources (β = .355) is the strongest predictor of efficient teachers, followed by Attitude of Teachers (β = .340) and Teacher Training and Competency (β = .305). 4.4 Hypothesis testing Hypothesis Supporting Values from Findings Met/Not met H1: Educators with education on ASD will exhibit enhanced teaching productivity toward autistic learners due to specialised training in ASD classroom inclusion. ● Mean score of 4.24 for “I feel adequately trained to implement inclusive education practice toward students with autism” (SD = 1.059). ● Strong positive correlation between Teacher Training and Competency and Effective Teacher Efficiency (r = .857). Met H2: Teachers with a positive attitude toward integrated schooling will be more effective in mentoring the academic and social functioning of children with ● Mean score of 4.27 for “The challenges I face in teaching students with autism directly impact my overall teaching performance.” ● Positive correlation between Attitude of Teachers and Effective Teacher Efficiency (r = .895). Met Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [422] autism. H3: Accompanying resources like teaching assistants and adaptive technologies are associated with a higher level of teacher productivity in the context of teaching autistic kids in inclusion classrooms. ● Mean score of 4.27 for support from school administration regarding resources for inclusive education. ● Mean score of 4.20 for “Insufficient resources hinder my ability to teach students with autism adequately.” ● Highest correlation for Available Resources with Effective Teacher Efficiency (r = .907). Met Table 4.7: Hypothesis testing (Source: Self-developed) 4.5 Summary In summation of this chapter, critical themes regarding teachers working with students from the ASD were identified to create a culture of understanding and to prepare them to support students' educational needs. The findings of the study involved asking 254 teachers how inclusive education in Malaysian primary schools was perceived by them. The findings were more optimistic overall, with average ratings of 4.03 to 4.33 on a 5-point Likert scale. Instructors felt competent (mean 4.24) and knew that difficulties were having an effect on teaching (mean 4.27). A correlation analysis found that teacher training, attitudes and resources were strongly related to teaching efficacy. Regression explained 88.7% of variance in teacher efficiency and resources availability was the best predictor (=.355). The findings on statistical analysis suggest that teachers have more positive perceptions when they receive more training on ASD and are more aware of the educational impact for students with A of more structured and collaborative approach when working with students on the spectrum in a classroom. Chapter Five: Summary of findings, discussion & recommendations 5.1 Summary of research findings This research on Barriers to the Successful Implementation of Inclusive Education (IE) Among Students with Autism Spectrum Disorder (ASD) in Primary Schools in Malaysia investigated what is currently preventing IE practice from being successful, why it is challenging and what can be done to overcome it. The research results successfully highlighted key limitations to making IE work for students with ASD. The primary research question demands the answer regarding the existing barriers. The findings of the study successfully stated that there is no teacher training or ASD specific training. Teachers were concerned about not being equipped to meet autistic students’ different needs and carrying the emotional cost of challenging behaviour. At the same time resources and administrative help were distributed in such a way as to make inclusive classrooms nearly impossible for teachers. Furthermore, the second research question asks what are the causes of these problems, the study emphasises regular administrative and resources support. Teachers claimed that lack of special materials and the absence of communication between parents, teachers and experts reduce the learning experiences of ASD students. Such incoordination causes teachers to lose their engagement and makes it all the more difficult to teach autistic students effectively. On the other hand, the third research question asks what to do about these limitations. It has been identified that this research highlights the importance of special teacher training and professional development aimed at students with ASD. These kinds of programmes would make teachers more confident and more willing to engage in effective inclusive activities. Curriculum modifications based on the sensory and learning needs of ASD students are also suggested as well as bespoke learning plans. Moreover, a more formalised approach between parents and educational experts is also important to creating supportive systems for students with ASD. This partnership can lead to greater access to the right kind of care and support in school and a better learning environment. Hence from the research findings it can be said that educators are in the minority who see good prospects for their professional development and the potential for inclusive education, but they still need better resources, administration and coordination. These can be better managed through specific training and adaptive measures, so that autistic students in Malaysian primary schools have a more equal education. Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [423] 5.2 Discussion/Conclusions This study has successfully investigated the challenges of inclusive teaching (IE) for students with autism spectrum disorder (ASD) in Malaysian primary schools, and the findings point to an important insight regarding how inclusive teaching is difficult to achieve. The results are consistent with what is known about the barriers to IE implementation by educators, but also provide some unexpected insights worth further investigation. Conclusions The main finding is that there is a need for greater teacher preparedness through special education. Despite the number of educators who were optimistic about their potential to serve students with ASD, a significant proportion reported that they felt inadequate to serve the students’ unique needs. At the same time, ambivalence of certainty and uncertainty underscores the urgent need for full training programmes geared specifically to the challenges of teaching students with ASD. At the same time, because teachers talk about the psychological costs of behaviour management, professional learning also needs to include lessons on stress management and resilience for educators. Surprise Results The surprising result of the study is that the levels of administrative support vary considerably from school to school and, as a result, teachers’ perceptions of their effectiveness seemed to vary a great deal. It has been identified that teachers described feeling supported, while others described a dismal lack of resources and staff dedicated to special education. This difference indicates that there is a systemic failure within the education system, where policy implementation and investment may be biassed, with implications for ASD students. At the same time, they found that the work of parents, teachers and specialists is largely patchy, in contrast to the recognized importance of partnerships in inclusive learning. Teachers wanted more formal communication and regular expert input, which suggests the existing model could not provide the type of joint care that would be needed for student success. Explanations These results are also able to be explained by the larger educational reform scene in Malaysia, where the inclusive education movement is still in its infancy. Inequality in support and resources can stem from institutional barriers, including lack of funding and cohering policy arrangements. Furthermore, culture might be another reason why teachers do not embrace inclusive practices, advocacy and awareness initiatives may help spread a more inclusive mindset to all stakeholders. Overall, it can be said that the findings point to the importance of systemic training, resources and collaboration change to make inclusive education work for students with ASD. 5.3 Recommendations In order to apply the findings of this study to the schools in Malaysia, we can make some simplistic suggestions to make our primary schools more welcoming for students with autism spectrum disorder (ASD). At the first time, professional development for ASD-specific teachers must happen to educate them about how to handle different needs in the classroom. Such education must involve behaviour management, sensory integration, and instructional methods designed for ASD students. On the other hand, school districts have to first pay its dues by attracting resources and money to support special education. This must include the provision of good resources and the hire of a support staff to assist with inclusive practices. It is also important to have clear channels of communication between parents, educators and professionals. Schools should organize workshops and meetings on a regular basis, to be able to collaborate, with parents presenting experiences and experts offering guidance. On the other hand, there is such a thing as inclusive school culture. This can be accomplished by advocacy, raising awareness on the benefits of inclusive education, garnering everyone’s commitment, and providing a space for ASD students. These are the best practices that can be implemented at schools in order to make learning fuller and fairer for all students. 5.4 Limitations of the Study The study has a few drawbacks that we should be aware of. It can be said that the sample size of 254 teachers might not be representative of the varied experiences and opinions of all teachers in Malaysian primary schools, which could be a limitation of the findings. At the same time, the use of self-reports can lead to bias, because people might give more desirable responses than how they actually felt about inclusive education. On the other hand, it studies educators’ views alone, which could leave out children and families with autism spectrum disorder. Furthermore, because the research was cross-sectional, its time-reference is too narrow to estimate the cumulative effects of identified obstacles and interventions on inclusive education. Vol-08 Issue 12, December-2024 ISSN: 2456-9348 Impact Factor: 4.520 International Journal of Engineering Technology Research & Management Published By: https://www.ijetrm.com/ IJETRM (http://ijetrm.com/) [424] 5.5 Recommendations for Future Studies In the future this research will need to include the experiences and voices of students with autism spectrum disorder and their families in order to better understand inclusive education. 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