Challenges of special education in rural primary schools : teachers' perspective

Abstract

This research is set to understand the challenges faced by teachers teaching special education in rural schools based on the following research questions; What are the factors that contribute or impede the efficiency of special education in rural schools? and How can special education in rural schools be developed to provide quality education for rural special needs children?. The Framework of Action Salamanca, 1994 is used as a basis of understanding the essentials of special education school. This research is conducted qualitatively using a narrative research design. Samples are selected purposively, whereby 3 special education teachers from a rural district in Johor with experience of more than 4 years are interviewed using semi structured interviews. The combination of narrative and semi structured interviews provides rich information of experience narrated in their own words and own settings. Data is analysed verbatim and triangulated using member checking and document analysis. The findings indicates that administration, facilities, transportation, lesser number of teachers, educational opportunity, funds and support from community are issues faced by these teachers. The overall research indicates that teachers are happy with their present condition although they have suggested that buildings should be modified to suit special education prior to establishment and special education schools should not be placed within the same vicinity. Throughout this research, ethical issues was uphold.