This study is conducted to determine the criteria of social communication skills for placement of student with disabilities in inclusive program. This qualitative study involved 25 special education teachers and 25 mainstream teachers. The required data were collected using an interview with teachers and was analyzed qualitatively involving transcribing, coding and thematic. Items in checklist were developed based on the interview data. The checklist were given to the experts to validate and after detailed analysis, a list of items were finally determined. Findings proven that verbal communication, non-verbal communication, speech ability, and social interaction are important to be assessed for the placement of student in the inclusive program. For the achievement of learning outcome, those skills need to give prior attention by teachers and school. As preparation, it is necessary to teach the appropriate social communication skills which will allows students to practice and apply the social communication strategies and skills in learning environments and personal life. In addition, social communication are considered as one of the important skills for the success or failure in education intrinsically, especially for the student with disabilities.
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In-Text Citation: (Rabi et al., 2020)
To Cite this Article: Rabi, N. M., Teck, W. K., Abdullah, N., Nasir, N. A. W. M., & Nordin, N. S. (2020). Social Communication Skills’ Criteria for Placement of Student with Disabilities in Inclusive Program. International Journal of Academic Research in Business and Social Sciences, 10(3), 645–655.
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