The Readiness Level of Mainstream Teachers for Implementing Inclusive Mathematics Teaching in Mainstream Classrooms

Abstract

This study examines the readiness of mainstream primary school Mathematics teachers to implement inclusive Mathematics teaching in classrooms that accommodate both mainstream and students with special educational needs (SEN). It highlights the challenges and opportunities presented by inclusive education programs in Malaysia, where the success of such initiatives hinges on teachers' knowledge, skills, and attitudes. Using a quantitative survey design, data were collected from 32 Mathematics teachers in the Tatau District, Sarawak. The study evaluates the levels of preparedness in three domains: knowledge, teaching skills, and attitudes. Findings reveal that while overall readiness is high, specific areas such as managing diverse student needs and adopting innovative teaching strategies require further improvement. The study underscores the importance of professional development, peer collaboration, and administrative support to enhance teacher preparedness. A significant correlation between knowledge, skills, and attitudes indicates the necessity of a holistic approach in teacher training to foster effective inclusive teaching practices. These findings provide critical insights into strengthening inclusive education policies and ensuring equitable learning opportunities for all students, particularly in Mathematics.