Importance of TESL trained special education teachers as a support system for inclusive classroom: A case study / Seethaletchumi S.A. Chelliah

Seethaletchumi S.A. , Chellia (2019) Importance of TESL trained special education teachers as a support system for inclusive classroom: A case study / Seethaletchumi S.A. Chelliah. Masters thesis, Universiti Malaya.

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Abstract

Persons with disabilities have the right to undiscriminatory education and equal opportunity to inclusive education at every level of learning and lifelong learning. Inclusive education in Malaysia emphasises education for all children regardless of any differences or difficulties that may arise. This qualitative descriptive case study research focuses on the importance of TESL trained special education teachers as a support system for the inclusive classroom. In general, the literature indicates inclusion is problematic for inclusive students without sufficient guidance from the mainstream teachers. The Malaysian government is placing much emphasis on the acquisition of English language to achieve the goal of a developed nation in the era of globalisation. Since, there is much emphasis on the importance of English, this intrinsic case study relates to the importance of TESL trained special education teachers as a support system for the inclusive classroom. This single case study is a purposeful sampling representing embedded units explores the challenges that the inclusive students face when learning English with the mainstream teachers during the English lessons in the inclusive classroom. Some of the challenges are like the attitude of the mainstream teachers due to lack of knowledge, the lack of support system to teach English and the implementation of new education policies in 2016. The inclusive students are weak in English due to the interference of L1, insufficient practise, multiple medical condition, and low self-esteem. This study limits itself to the use of observations, semi structured interviews with the mainstream teacher, the inclusive teacher and the parent of the selected candidate. Data was collected from observations as field notes, semi-structured interviews, the English subject teacher’s record book, test papers, workbooks, written exercises and the Individual Assessment Progress Report. The analysis of school based assessment scores indicate the level of competency and the need to improve on writing skills. Learning writing is a daunting task due to insufficient practise and training which is a critical skill to master. Special needs students who achieved 60% passes at the entrance examination into the inclusive programme, after 3 years of inclusive education managed to score 12% only in the recent examination. The aim of the inclusive education is to encourage special needs students to study and improve their education levels but surprisingly the weaker ones are pulled out of the programme because of failures. The theoretical framework consists of the four concepts of inclusion that is human development, social development, transformation of thinking and teacher proficiencies were a failure. According to Vygotsky (1978), students study with the help of a teacher was almost nil. The findings also state that the inclusive students need the support system not only to improve their proficiency of English Language but also as a moral support to motivate and enhance education in their future. The findings would serve as a guide to reveal insights pertaining to teacher training in TESL with special education in local universities and teacher training colleges according to specification and identify areas of study which need further investigation.

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