Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/13788
Title: 
Learning assistance and regular teachers’ perceptions of inclusive education in Brunei Darussalam
Authors: 
Issue Date: 
2006
Citation: 
Koay, T. L., Lim, L., Sim, W. K., & Elkins, J. (2006). Learning assistance and regular teachers’ perceptions of inclusive education in Brunei Darussalam. The International Journal of Special Education, 21(1), 131-142.
Abstract: 
The success 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 success of inclusive education in Brunei Darussalam.
URI: 
ISSN: 
0827-3383
Appears in Collections:Journal Articles

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