Hubungan antara faktor demografi dengan pengetahuan mengenai disleksia dalam kalangan guru program pendidikan inklusif di sekolah rendah

Abstract

Dyslexia is a learning disability with poor reading and spelling ability. The Inclusive Education Programme (IEP) was introduced by the Ministry of Education Malaysia in 1987 to help students with special needs to have the opportunity to study with mainstream students in schools. Teachers play an important role in launching IEP. The purpose of this study was to examine the relationship between demographic factors and knowledge about dyslexia among IEP teachers in primary schools in Kluang, Johor. The demographic factors studied were teaching experiences and academic qualifications of teachers. In this quantitative form of survey study, a total of 286 IEP teachers from 6 primary schools in the district of Kluang were selected as respondents by using cluster random sampling method. Data were obtained by crosssectional questionnaire method. All items in the questionnaire are closed-ended and include four subscales, which are the definition of dyslexia, the causes of dyslexia, the characteristics of dyslexia and the teaching strategies for students with dyslexia. The results showed that knowledge about dyslexia was understanding was found to be weak in the construct of the causes of dyslexia. Moreover, there was no significant difference between teachers knowledge about dyslexia based on duration of teaching experience or academic qualifications. The findings of the Chi-Square test display no significant relationship between te knowledge about dyslexia. Meanwhile, a significant relationship exists between acade knowledge about dyslexia. In conclusion, this study proves that the relationship between acade knowledge about dyslexia is significant. Further studies are proposed to knowledge of dyslexia by diversifying the research instruments and using different sampling methods to improve the accuracy of the study findings.