文档介绍：LEARNING ASSISTANCE AND REGULAR TEACHERS’ PERCEPTIONS OF
INCLUSIVE EDUCATION IN BRUNEI DARUSSALAM
Teng Leong Koay
Universiti Brunei Darussalam
Levan Lim
Nanyang Technological University
Wong Kooi Sim
Brisbane
and
John Elkins
Griffith University
The ess of inclusive education can be influenced by how teachers in regular schools perceive students with special needs. In Brunei Darussalam where inclusive education has been implemented a little over a decade ago through a model where learning assistance teachers work alongside with regular teachers to support the learning of students with special needs, there is limited research on the views of teachers within the regular school system towards including students with special needs. This study investigates the perceptions of both learning assistance and regular teachers towards including students with special needs in the regular school environment. The Perceptions to Inclusive Education Scale (PIES) was adapted, translated into Malay and validated for use to examine the perceptions of inclusive education of Bruneian teachers. Both quantitative and qualitative data were gathered from the use of this adapted instrument. The results of this study on teachers’ perceptions towards including students with special needs provide some evidence of the progress of inclusive education hitherto as well as delineate some areas of concerns for improving the ess of inclusive education in Brunei Darussalam.
Inclusive education has e a significant educational agenda in Brunei Darussalam over the past decade. The roots of this development can be traced to a confluence of national and global trends in the education of children with special needs. On the global stage, Brunei Darussalam has been a participant in major international conferences that have highlighted the inclusion of students with special needs within education. For instance, Brunei Darussalam was one of the hundred and fifty five countries that attended the UNESC