They investigated the involvement of special education teachers in developing and executing individual education plans within the Special Education Integration Programme in Malaysia. What sets apart good IEP implementation is the preparation and execution of the IEPs for students with special educational needs. However, the implementation of IEPs is still considered lacking in achievement. This qualitative study was conducted simultaneously on ten special education teachers who have specialized in special education and engaged in the Integration Special Education Programme for six years or longer. Interviews were conducted to assess the special education teachers' knowledge level and the procedures for developing and implementing IEP under the Special Education Integration Programme (SEIP). The data analysis results have been evaluated thematically. Special education teachers need continuous training on preparing and implementing IEP and collaborating throughout the IEP preparation at SEIP, supported by study income. Hence, it is essential to fully execute these monitoring techniques for Individualised Education Plans, particularly targeting special education teachers and parents of students with special educational needs, who play a crucial role in implementing the IEP.
Al-shammari, Z., & Hornby, G. (2019). Special Education Teachers ’ Knowledge and Experience of IEPs in the Education of Students with Special Educational Needs. International Journal of Disability, Development and Education. 1–15.
Almoghyrah, H. (2021). The Challenges of Implementing Individualised Education Plans with Children with Down Syndrome at Mainstream Schools in Riyadh, Saudi Arabia: Teachers ’ Perspectives. International Journal of Disability, Development and Education. 1–23.
Bahagian Pendidikan Khas, Kementerian Pendidikan Malaysia. (2022). Sejarah Pendidikan Khas Intergrasihttps://www.moe.gov.my/pendidikan/khas/program-pendidikan- khasintegrasi/sejarah [10 Jun 2022].
Bhroin, D. O. N., King, D. F., & Prunty, D. A. (2016). Teachers ’ Knowledge and Practice Relating to the Individual Education Plan and Learning Outcomes for Pupils with Special Educational Needs. Journal of Special Needs. 29: pp. 78–90.
Chua, Y. P. (2020). Kaedah Penyelidikan. McGray Hill: Malaysia.
Frey, J. R. (2019). Assessment for Special Education: Diagnosis and Placement. The ANNALS of the American Academy of Political and Social Sciences. 149–161.
Gee, K., & Gonsier-Gerdin, J. (2018). The First Year as Teachers Assigned to Elementary and Middle-School Special Education Classrooms. Research and Practice for Persons with Severe Disabilities, 43(2): 94-110
Goodwin, K., Farquharson, K., Pelatti, C. Y., Schneider-cline, W., Harvey, J., & Bush, E. (2020). Examining the Quality of Individualized Education Plan (IEP) Goals for Children With Traumatic Brain Injury (TBI). Communication Disorders Quarterly. 1–9.
Hannah, A. A., Rosadah, A. M., & Manisah, M. A. (2019). Cabaran guru Pendidikan khas pada abad ke-21: Challenges of special education teachers in the 21st century. International Journal of Education, Psychology and Counseling, 4(26):113–122.
Ismail, N. H., & Majid, R. A. (2020). Implementation of Individual Education Program (IEP) in Curriculum of Students with Learning Disabilities. In Global Conference Series: Social Sciences, Education and Humanities. 4: 140–145.
Kementerian Pendidikan Malaysia. (2023). Buku Panduan Rancangan Pendidikan Individu Edisi Kedua. Putrajaya: Bahagian Pendidikan Khas.
Kervick, C. (2017). Parents Are the Experts: Understanding Parent Knowledge and the Strategies They Use to Foster Collaboration with Special Education Teams. Journal of the American Academy of Special Education Professionals. 62-82.
King, F., Bhroin, Ó. N., & Prunty, A. (2017). Professional learning and the individual education plan process: Implications for teacher educators. Professional Development in Education. 44(5): 607–621. https://doi.org/10.1080/19415257.2017.1398180
Nor, S. M. H., & Rashed, Z. N. (2018). Peranan dan cabaran guru-guru pendidikan khas membentuk kemenjadian murid-murid masalah pendengaran dalam abad ke 21. Journal of Quran Sunnah Education and Special Needs. 1: 1–8.
Prunty, A. (2011). Implementation of children's rights: what is in ‘the best interests of the child’ in relation to the Individual Education Plan (IEP) process for pupils with autistic spectrum disorders (ASD)? Irish Educational Studies 30 (1):23-44
Sacks, L. H., & Halder, S. (2017). Challenges in implementation of individualized educational plan (IEPs): Perspectives from India and the United States of America. Indian Journal of Health and Wellbeing, 8(9), 958–965.
Shailen, S., & Jeffrey, K. (2020). Applying systems-based thinking to build better IEP relationships: a case for relational coordination, Nasen. DOI: 10.1111/1467- 9604.12315
Shao, L., Zhou, X., Huang, X. & Deng, J. (2022). Investigation and Research on the Current Situation of IEP Formulation and Implementation in Guangxi Special Education Schools. Adult and Higher Education. 4(2): 114–126.
Siti Muhibah, H. N., & Zetty, N. R. (2018). Peranan dan Cabaran Guru Pendidikan Khas Membentuk Kemenjadian Murid-murid Masalah Pendengaran dalam Abad ke-21. Journal of Quran Sunnah Education and Special Needs. 1(1): 1-8.
Tran, L. M., Patton, J. R., & Brohammer, M. (2018). Preparing educators for developing culturally and linguistically responsive IEPs. Teacher Education and Special Education. 41(3): 229–242.
Twachtman-Cullen, D., & Twachtman-Bassett, J. (2011). The IEP from A to Z: Creating meaningful and measurable goals and objectives. New York, NY: John Wiley & Sons.
Walther-Thomas, C., Korinek, L., Mclaughlin, V. L., & Williams, B. T. (2000). Collaborative for Inclusive Education: Developing Successful Programs. Boston, MA: Pearson College Division.
Xu, Y., & Kuti, L. M. (2021). Accommodating students with exceptional needs by aligning classroom assessment with IEP goals. International Journal of Inclusive Education, 1– 14. https://doi.org/10.1080/13603116.2021.1994662
Nasir, Z. A. (2010). Pandangan Guru Mengenai Keberkesanan Pelaksanaan RPI di Beberapa Buah Sekolah Terpilih di Wilayah Persekutuan Kuala Lumpur dan Selangor. Tesis Sarjana Penyelidikan. Institut Pendidikan Guru Kampus Darul Aman.
