Abstract:

Children with learning disabilities have been marginalised in many countries and their right to equitable education, denied, though some nations have recently begun to recognise it. Malaysia is one such country that has begun implementing inclusive education. It assented to the call for inclusive education alongside 91 other nations by signing the Salamanca Statement and Framework for Action at the World Conference on Special Needs Education in the year 1994 in Spain. In this conference, all the nations pledged to implement inclusive education in their respective countries by upholding children’s right to equitable education. To foster the practice and implementation of inclusive education in schools, the support of teachers is indispensable. This paper reviews the concept and importance of inclusive education. The central issue, however, focuses on teachers’ concerns and barriers to teaching learning-disabled children in the inclusive classroom. This paper then concludes with recommendations to help mainstream teachers cope with inclusive education.

Keywords:

Inclusive Education, Learning-Disabled Children, Learning Disabilities, Teachers’ Experiences.