One of the most important elements in supporting inclusive education has been shown to be pre-service teacher preparation. 469 pre-service teachers from a teacher education institute in northern Malaysia, representing a variety of genders and courses, participated in this study. Their responses were based on their attitudes and knowledge regarding the inclusive education of special educational needs students (SENS). With a mean score of 6.74, the findings indicated that the respondents' knowledge about SENS inclusive education was at a moderate level. Meanwhile, pre-service teachers shows high level of attitude toward SENS inclusive education with mean score of 8.48. Regarding the gender inequalities in pre-service teachers' attitudes and understanding of SENS inclusive education in the north, it was discovered that men pre-service teachers had more knowledge than female pre-service teachers. The results of the Tukey HSD post hoc test revealed a significant difference in the mean knowledge between the special education course group, which had a mean score of 7.9967 compared to other course groups, which had a score of 7 and lower (p = 0.000). This indicates that compared to other pre-service course teachers, special education pre-service teachers have higher knowledge and attitudes as a result of their training.
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In-Text Citation: (Abdullah et al., 2022)
To Cite this Article: Abdullah, N., Yasin, M. H. M., & Toran, H. (2022). Knowledge and Attitudes of Pre-Service Teachers in North Malaysia Related to Inclusive Education for Special Educational Need Students. International Journal of Academic Research in Business and Social Sciences, 12(8), 996– 1003.
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