Evolución y reformas de los Estados de bienestar

The key findings from the quantitative data provided multidimensional views on IE. The first key finding is that the respondents in this study generally prepared in terms of cognitive, affective and behavioural components of attitude towards the introduction of IE in Malaysia. The

descriptive analysis showed that 97.9% of the respondents reported that the children with SEN are best served through special class. They also reported that the children with SEN would probably develop academic skills more rapidly in a special classroom than in a mainstream classroom (82.2%). On the other hand only 33.5% of the respondents reported that the

with SEN and only 34.7% of them believed that the inclusion of children with SEN could be beneficial for regular children. However, they believed that IE would foster understanding and acceptance of differences (75.8%) as well as promote social independence (50.6%).

Meanwhile 69.4% of the respondents reported that the children with SEN should be given every opportunity to function in the general classroom setting where possible and they also believed that the presence of the children with SEN will promote acceptance of differences on the part of other children (62.5%). Nevertheless, 30.6% of the respondents reported that isolation in a special class has a negative effect on the social and emotional development of a child with SEN, 18.1% of the respondents also reported that the contact mainstream class children have with included children may be harmful. Thus only 25.4% of the respondents reported that inclusion is likely to have a negative effect on the emotional development of the child with SEN and 41.3% of the respondents reported that the child with SEN will be socially isolated by other children.

As for the affective component, the respondents seemed to be accepting both the children with SEN (LD) and (EBD) in their classroom. Considering the range of the scales from 1 to 7, the frequency of 4 appeared the most likely to be chosen. This happened perhaps due to the fact that these teachers do not have a choice to reject any children to enter their classroom. Despite the hindrances as stated earlier, these teachers seem to be willing to receive any kind of children in their classroom and will serve them within their capacity.

Finally, in the behavioural component, the respondents are willing to embrace IE in terms of two dimensions. The first dimension is related to their teaching whereby in order to implement IE, these teachers are willing to be trained, developed teaching skills, developed classroom management skills, changed their teaching processes and assessed their teaching practice. The second dimension is related to school environment, they are willing to be responsible within the school policy and co-operate with the parents for the benefits of the children with SEN. However, interestingly, for the statement “I will be supportive towards the idea of including children with SEN in my classroom”, these teachers seemed reluctant as 142 out of 421 of them disagree with this statement and 142 of them are neither agree nor disagree with this statement. Only 63 of them agree and 8 of them totally agree with this statement. This may due to the hindrances: they are not exposed with children with SEN, never worked along with the expertise, not having sufficient training, lack of facilities as well as not having knowledge on SEN; which may lead to the reason they responded in such a way.

The next key finding is that the types of SEN influence the preschool teachers’ emotional reaction has been the cause of concern and stress on the teachers when dealing with the SEN children in the mainstream classroom. The analysis revealed that children with EBD were seen

as causing more concern and stress to preschool teachers than learning difficulties. Next, interesting findings has been found that there are significant differences between; 1) Behaviour component and SEN experience; 2) Behaviour component and SEIP support; 3) Cognitive component and SEIP support; and 4) Cognitive component and teaching experience. Six one way MANOVAs were calculated to test the differences in the cognitive, affective and

behavioural component of attitude between groups identified in terms of: age, location, race, qualification, teaching experience and types of SEN which revealed that there were no significant results for all of the variables.

Two-way between-groups analysis of variance test were conducted to discover the impact of two independent variables on one dependent variable showed that the overall model tests are non-significant which suggests that there is almost no predictive power in the model. Finally, the last important findings is that there were an association between: Behaviour and cognitive component; Behaviour and affective 1 component; Behaviour and affective 2 component; Cognitive and affective 1 component; Cognitive and affective 2 component; Cognitive and behaviour component; Affective 1 and affective 2 component; attitude components and demographic information; attitude components and teaching information; teachers’ demographic information and their teaching background; qualification, experience, SEN experience, training, types of SEN and SEIP. Although the correlational analysis cannot possibly establish causation, it does reflect a tendency of the preschool teachers’ attitudes towards the introduction of IE at the preschool level. Table 40 presents a summary of all key findings based on the quantitative data responding directly to Research Question 1 ‘What is the attitude of the preschool teachers towards the introduction of IE?’

Table 40. A summary of all key findings based on the quantitative data analysis

No Key findings

1 The respondents are generally prepared in terms of cognitive, affective and behavioural component of attitude.

2 The types of SEN influenced the respondents’ emotional reactions which has been the cause of concern and stress (children with EBD were seen causing more concern and stress than children with LD).

3 There are significant differences between:

 behavioural component and SEN experience  behavioural component and SEIP support  cognitive component and SEIP support  cognitive component and teaching experience

4 There are no significant differences in cognitive, affective and behavioural component of attitude between groups identified in terms of age, location, race, qualification, teaching experience and types of SEN.

5 There are a moderate correlation between:  behaviour and cognitive component  cognitive and affective component

 attitude component and teachers’ demographic information

 attitude component and teachers’ teaching background information

As for the open-ended items, the results and key points that will be presented in the following chapter (Chapter Six). The data will be analysed using thematic analysis. Indeed, the data in the open-ended questions provided the opportunity for the respondents to raise issues which were not covered in the attitude scales. The summaries of the main findings which relate to Research Question 2 and 3 are presented on pages 158 and 195 respectively.

Chapter Six: Qualitative Data Analysis Report (Open-ended

Questions)

6.1 Introduction

Following the quantitative analysis, the questionnaire also included four open-ended questions which were utilised in order to better understand and complement analysis of the survey data. It also offered further opportunities for the respondents to raise any issues regarding IE. The findings from the open-ended responses were to capture the participants’ insights on the introduction of IE at the preschool level. Based on the theoretical framework which has been developed by the researcher, the three-component attitude model (Eagly & Chaiken (1993) and Triandis (1971) and the ecological systems theory (Bronfenbrenner (1979)) provides analytical frameworks to interpret the data. Thus this framework helps to explore participants’ view on IE based on the data gathered in the open-ended questions. In this study, four open- ended questions were analysed. Nvivo was used to help to organise and sort the data sets and extract salient thematic patterns taken from 421 respondents who participated in the survey.

In section 6.2, Thematic analysis of the open-ended items will be described. In section 6.3, will discover the themes emerged which potentially could influence participants responses more positive towards IE. In section 6.4, Proposed changes in the classroom environment will be presented. Followed by section 6.5, Proposed changes in the school and section 6.6,

Proposed changes in society. Finally, in section 6.7 Summary findings for all open ended items will be discussed.