Readiness of Pre-Service Teacher to Teach Student with Special Needs through Inclusive Education Course

Abstract

The purpose of this study is to identify the readiness of pre-service teacher to teach student with special needs through inclusive education course. The four objectives of the study focused on knowledge in special education and inclusive education policies, characteristics of students with special needs, inclusive models, and teaching methods. The case study was conducted at
Universiti Pendidikan Sultan Idris and participants were selected purposively involving 30 preservice teachers from regular education program. The data were collected using observation, interview and document analysis. The research instrument used were multiple type of checklist and interview questions. Data were analyzed using descriptive and reference methods. Finding
showed that pre-service teachers had readiness to teach students with special education needs in schools based on knowledge about special education and inclusive education policies, characteristic of students with special education needs, inclusive models, and teaching methods. The implication of the study showed that the readiness of pre-service teachers for inclusive
education program is derived from the learning and training process at university level. In conclusion, pre service teacher should be trained systematically in teaching student with special needs for inclusive program in the future.