The purpose of this study is to examines specifically on the competencies of mainstream teacher in inclusive program. The three objectives were to identify the competencies in evaluation and monitoring, teaching strategies and classroom management. This case study was conducted at three school involving 15 mainstream teachers. The data collection period was four months. Data collection methods used were observation, interviews and document analysis. The observation was conducted five times in the classroom. Two sets of interview questions were set up and used in four interview sessions. The finding showed that all participant agreed with the 25 characteristic of competencies need to be acquired by mainstream teacher in inclusive education. However, results indicated that participants were not fully competent in teaching inclusive classroom in the context of evaluation and monitoring, teaching strategies and classroom management. For competencies in evaluation and monitoring, only 40% of mainstream teacher had achieved, in teaching strategies 36.77% and in classroom management 23.23%. It is suggested that mainstream teachers should have go for in-service training to ensure they have better competencies in teaching the inclusive education program in the future. Competencies in teaching inclusive education is important in order to achieve successful inclusion for student with learning disabilities in school.
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In-Text Citation: (Rabi & Zulkefli, 2018)
To Cite this Article: Rabi, N. M., & Zulkefli, M. Y. (2018). Mainstream Teachers’ Competency Requirement for Inclusive Education Program. International Journal of Academic Research in Business and Social Sciences, 8(11), 1779–1791.
Copyright: © 2018 The Author(s)
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