Análisis e interpretación general de los resultados

Success of inclusive education depends greatly on the educators, administrators and teachers who can meet the needs of children with special needs. Prominent aspects of inclusive education, as stated by Andrew and Lupart, (1993) are that adm inistrators and teachers have positive attitudes, values and abilities. To carry out inclusive education, they need to undergo professional training and development, understand the use of resources, develop administrative and leadership skills and learn how to support colleagues. Administrators and teachers should adapt themselves to situations as consultants and collaborate with the others who are involved in merging special and regular education.

Turner and Louis (1996) suggested four important factors in creating an inclusive environment in a school, including: sympathetic consideration of the images of children with special needs, identification of their fear of stigma; addressing of sub cultural needs; and establishing a caring relationship and collective responsibility. Merely integrating children with special needs into the regular classroom setting will not ensure the development of a community that values differences, especially one in learning and performance (Turner & Louis, 1 996). To have a successful inclusive class, adequately trained teachers and sufficient instructional time are essential for the individual growth of each learner ₍Minke, Bear, Deemer & Griffin, 1 996) .

According to Andrews and Luppart (1993), the planning and management of education of children with special needs should be within the appropriate general educational context. It should not be allowed to develop into an isolated school system. It should be a priority and a shared responsibil ity for the entire school to meet the goals of

integration towards the right of education, the right to equality of opportunity and the right to life-long education for all. This strategy is essential for a successful inclusive program (Tralli, Colombo, Deshler & Shumaker, 1 996) because special education

teachers and regular teachers must work closely in collaboration to plan the instructional curriculum to meet the needs of children with special needs.

Gall (1993) commented that, in advocating the implementation of a full inclusion policy, one must be fully aware that it is a complex process that requires intensive planning and implementation strategies. The collaboration of the education and legal professions, in an examination of the concept of right and the reallocation of present resources by administrators and legislators, should be considered. Further, the

development and full implementation of innovative teaching strategies by educators in the school, where implementation and practice occurs, and in tertiary organizations, where research and teacher development occurs, and university sectors should also be taken into account.

Andrews and Lupart (1993, p.8₎ stated that educational leaders have increasingly advocated an inclusive educational system. School systems, therefore, would undergo major transitions in order to foster lifelong learning, provide educational quality and equity and facilitate independent learning and thinking. They should also promote school-home partnership, encourage living and learning in a community and develop academic and social competence. The rationale for inclusive education includes the assumptions that children merge their own cultural needs and identify with those of the dominant group ₍acculturation₎, achieve the skills of academic and social competencies through interaction, with a range of learners and gain an appreciation of individual differences.

Success in inclusive education is not simply a matter of sending children with special needs to traditional classrooms and waiting for a miracle to happen. It depends largely on the cooperation of administrators, teachers and parents. Careful planning and effective teaching are as necessary in traditional classrooms as they are in any situation where teachers work with students with diverse abilities. Olson, Chalmers and Hoover

(1 997) found that support of specialists is essential for the success of inclusive education. Inclusive education requires special education and regular teachers to be

responsive and adaptive in terms of the unique learning needs of al l students. They must be innov ative, coll aborative and able to accommodate student diversity through effective planning, communication, participation, and flexibil ity. Because effective inclusive practices for children with s pecial needs lie in the hands of teachers, the latter should be given adequate preparation and support as they strive to refine their teaching

repertoires (Sears & Cumming, 1996, p.224). Final ly, Stoddard, Hewitt, O' Connor,

Beckner, Elder, Laporta and Poth (1 996) suggest that teachers tend to develop a sense of community in their cl assrooms by adopting inclusive practices, adj usting schedules and modifying the curriculum in order to meet the needs of their individual learners.

The writer feels that it is difficult for principals and teachers to implement inclusive education in their schools. Understanding and implementation of the inclusive education policy and attitudes towards inclusive education can affect the introduction of inclusive education in Malaysian schools. The l ack of a common definition, l arge class size, l ack of personnel and unwillingness to teach children with special needs are barriers to inclusive education in our country. This study focused on the preparation and training of principals and teachers for the successful implementation of inclusive education in Malaysian schools.