Sentiments, Attitudes and Concerns of Primary School Mathematics Teachers towards Inclusive Education

Abstract

Inclusive education is an approach within the education system that enables students with special educational needs (SEN) to learn together with mainstream students in the same environment. This study aimed to identify the levels of sentiments, attitudes and concerns among primary school mathematics teachers towards inclusive education, as well as to examine differences based on their teaching experience. A quantitative approach with a survey design was employed, involving 77 mathematics teachers from three primary schools (SJKC) in the Pudu zone, Kuala Lumpur. The questionnaire used in this study was adapted from the Sentiments, Attitudes and Concerns about Inclusive Education Revised Scale (SACIE-R) and tailored to the context of mathematics teachers. The instrument consists of 15 items, evaluated on a 4-point Likert scale. The findings revealed that teachers’ levels of sentiments and attitudes towards inclusive education were moderately low, while their level of concern was moderately high. One-way ANOVA results indicated no significant differences in sentiments and attitudes based on teaching experience; however, a significant difference was found in the level of concern. The findings highlight a requirement for interventions focusing on emotional development, professional training and specialised support to better prepare mathematics teachers for inclusive education.