DILEMA DAN HARAPAN: FAKTOR-FAKTOR PENERIMAAN GURU TADIKA TERHADAP KANAK-KANAK BERKEPERLUAN KHAS
Dilemma and Hope: Factors Influencing Preschool Teachers’ Acceptance of Children with Special Needs
DOI:
https://doi.org/10.15282/ijhtc.v10i1.12255Keywords:
Teachers' acceptance, Inclusive education, Children with special needs, Intervention, Challenges in inclusive education, Penerimaan guru, Pendidikan inklusif, Kanak-kanak berkeperluan khas, Intervensi, Cabaran pendidikan inklusifAbstract
The acceptance of preschool teachers towards children with special needs plays a crucial role in the successful implementation of inclusive education. However, various challenges such as lack of knowledge, social stigma, and limited resources and support have affected teachers' acceptance and teaching effectiveness. This study aims to explore the factors influencing teachers' acceptance. Using a literature review approach, this study analyzes various factors contributing to teachers' acceptance or the challenges they face in inclusive education. The findings indicate that interventions involving government policies, continuous training, transdisciplinary collaboration, and strengthening parental roles in inclusive education can enhance teachers' acceptance of children with special needs. Therefore, integrated support from policymakers, educational institutions, and the community is essential to empower teachers in creating an inclusive and responsive learning environment for students with special needs.
Penerimaan guru tadika terhadap kanak-kanak berkeperluan khas memainkan peranan penting dalam kejayaan pelaksanaan pendidikan inklusif. Namun, pelbagai cabaran seperti kekurangan pengetahuan, stigma sosial, serta keterbatasan sumber dan sokongan telah menjejaskan penerimaan dan keberkesanan pengajaran guru. Kajian ini bertujuan untuk meneroka faktor-faktor yang mempengaruhi penerimaan guru. Dengan menggunakan kaedah tinjauan literatur, kajian ini menganalisis pelbagai faktor yang menyumbang kepada penerimaan atau cabaran yang dihadapi oleh guru dalam pendidikan inklusif. Hasil kajian menunjukkan bahawa intervensi yang melibatkan dasar kerajaan, latihan berterusan, kolaborasi transdisiplin, dan pengukuhan peranan ibu bapa dalam pendidikan inklusif dapat meningkatkan penerimaan guru terhadap kanak-kanak berkeperluan khas. Oleh itu, sokongan bersepadu daripada pembuat dasar, institusi pendidikan, dan masyarakat diperlukan bagi memperkasakan guru dalam menyediakan persekitaran pembelajaran yang inklusif dan responsif terhadap keperluan murid berkeperluan khas.
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