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In this section, the analysis showed that the participants perceived IE within two dimensions which are the beliefs of IE and the practice of IE. The themes that emerged within the beliefs dimensions are early identification, IE conceptualisation and extra attention. Meanwhile, training, catering for different needs and LINUS have been identified within the practice dimension. Therefore these two dimensions are interrelated and reflected in the cognitive component.

7.2.1.1

Early identification

This category refers to the understanding of IE as perceived by the participants. In this case, the teachers’ beliefs on the idea of being able to detect any difficulties faced by the children. The children who were detected as having difficulties in terms of academic or social behaviour would be given educational support. Preschools were seen as the place to ‘filter’ or diagnose children with SEN, therefore teachers felt that the task of ‘filtering’ the children with SEN requires knowledge and skills which are then considered as burdensome to some of the teachers.

Extract 1: P5 beliefs on IE- P5 interview extract.

“I heard about IE during my studies. Generally, as far as I’m concern, this school has been a foundation for me to look or to detect children who are having problems. So far, after 2-3 months, we would see if any children who are having any difficulties.” (L2)

Extract 2: P13 beliefs on IE- P13 interview extract.

“When we accept children (4+ & 5+), usually we don’t know whether they have any problems or not. We just accept them but after teaching them 2-3 weeks we will notice something is wrong. This shows that as a preschool teacher, we must know all the characteristics of SEN because preschool is a place to detect children with SEN” (L13)

7.2.1.2

The concept of IE

This category refers to the understanding of IE and the concept of IE as perceived by the teachers. In this case, it is related to having children with SEN in mainstream classrooms. Some teachers believed that children with SEN were better served if they were included in the mainstream classrooms. However, there were teachers who also believed that the children with SEN would be getting quality education if they were separated and be placed in the special classrooms.

Extract 3: P2 beliefs on IE- P2 interview extract.

“Education in Malaysia is education for all so we cannot refuse any children to learn because it is their right whether they are normal or having SEN. However, we need to consider the suitability of the placement. I mean the children with SEN will be better served if they are placed at special schools.” (L6)

Extract 4: P6 beliefs on IE- P6 interview extract.

“SEN? For me, children with SEN are special, I mean, they cannot be taught as a whole class approach, must be one to one. They won’t be able to catch up.” (L6)

Extract 5: P13 beliefs on IE- P11 interview extract.

“IE is an opportunity for children with SEN e.g hyperactive, Down Syndromes, autism. They are included in our mainstream classrooms and they have the same right as typically developing children to receive preschool education.” (L6)

Extract 6: P13 beliefs on IE- P11 interview extract.

“IE is the continuation of SE whereby children with SEN will be included in the mainstream classroom, learning together with the mainstream children. Of course teachers and children in the mainstream classroom need to learn to be more open minded and hopefully they can help the children with SEN.” (L6)

7.2.1.3

Extra attention

This category refers to the extra attention given by the teacher to the children with SEN. It involves sympathy and extra focus by spending more time on the children with SEN. Due to other workload, giving extra attention to the children with SEN may require more responsibility to the preschool teachers.

Extract 7: P3 beliefs on IE- P3 interview extract

“From what I understand, among the preschool children, there would be one child with SEN. Some teachers would give extra attention to that particular child, some teachers will just ignore him/her. But we could find ways to help if we can identify the children with SEN.”(L8)

Extract 8: P7 beliefs on IE- P7 interview extract

“Perhaps I would feel more sympathy towards them. I would give more attention to the children with SEN because other children are already good. We must help the one who is weak.” (L10)

Extract 9: P1 beliefs on IE- P1 interview extract

7.2.1.4

Training

This category refers to teachers’ concern on the training or courses that they should receive before implementing IE at the preschool level. Teachers were seen to be in need of getting knowledge and skills in order to manage inclusive classrooms. Teachers also concerned having early exposure on children with SEN as well as classroom management in mainstream classrooms.

Extract 10: P2 concern on training – P2 interview extract

“We need detailed courses on how to manage children with SEN because we don’t have the skills. Perhaps the approach would be different. Therefore, we should get guidelines in terms of pedagogy particularly in handling children of SEN together with the mainstream children.” (L10)

Extract 11: P15 concern on training – P15 interview extract

“The government must have budget for the training, give the preschool teachers early exposure because not all of them know about children with SEN. They don’t understand what SEN is, how to adapt? Therefore training or courses are important” (L10)

7.2.1.5

Catering for different needs

This category refers to different needs which have to be catered for the children with SEN which influenced the beliefs towards the children with SEN. Some teachers were concerned on catering different needs for different types of SEN.

Extract 12: P2 concern on catering different needs- P2 interview extract

“For the physical disability, we should provide locations or suitable furniture for them, as for the children with mental disability, we should have more skills or strengths, mentally and physically in order to handle any unexpected behaviour.” (L18)

Extract 13: P13 concern on catering different needs- P13 interview extract

“For the first 12 months, I exposed them with gross motor skills, fine motor skills, in terms of emotion, self-management because it is a screening period. So that we can see their strengths and weaknesses. I’m not saying that I want to categorise them but this will help my teaching technique. Because not all children are the same, they are all different.” (L18)

7.2.1.6

LINUS

This category refers to a special intervention programme which focusing on literacy for Year 1 children. The preschool teachers felt pressured due to high expectations from school

administration as well as the MOE. This programme is considered as one of the concerns in the implementation of IE at the preschool level (see 2.2.1).

Extract 14: P3 concern on LINUS – P9 interview extract

“0% LINUS, as a preschool teacher, I felt that it is impossible to achieve. So far we managed to achieve 80% which is the highest. If the children with SEN are included… I don’t mean to ignore them. My principal once told us, as long as the children can see and write that mean the children can read, so as a teacher we have to do something. At the end of the year 0% LINUS.” (L38)

Extract 15: P3 concern on LINUS – P9 interview extract

“LINUS has become the main focus. We are no longer stimulate children to play, not on socio-emotional and physical development. They just want to know whether they can read or not.” (L38)