BARRIERS TO EFFECTIVE IMPLEMENTATION OF INCLUSIVE EDUCATION FOR AUTISM IN MALAYSIAN PRIMARY SCHOOLS

The present research examines the barriers experienced in the IE policies for children with ASD in understanding the
context of implementation in the Malaysian primary schools. Autism is a developmental disorder for children that
categories the understanding of language, interaction with others, and learning, which is increasing in Malaysia. While
IE has been an intended policy to improve the education of students with disabilities by placing them in general
classrooms, this study reveals several barriers to the successful implementation of the policy for autistic students. The
emerging issues include a shortage of qualified education professionals, the lack of teachers’ knowledge of the
disorder, and a scarcity of suitable educational resources. The structure of school curriculum in Malaysia is very
inflexible and does not offer much flexibility to cater with the requirement of the children with ASD. This research
seeks to find out the challenges that hinder the use of IE as well as gain understanding on the concerns that in relation
to curriculum and professional development for ASD students. Moreover, focusing on the results of the recent studies
and policies, the research stresses the need in searching for new approaches to minimise the existing educational
practices for the children with ASD. The study provides policy makers, educators, and healthcare practitioners with a
clear guideline for designing policies and interventions that enhance school experiences of children with autism in
Malaysia. From this study, the sectors where the education system fails to support the children and where improvement
can be attempted in order to advance the agenda of inclusive education for all will be identified.
This research is qualitative and quantitative in design, and mixed methods. The quantitative part involves
asking 310 teachers, using closed-ended questionnaires, what they are thinking and experiencing around IE policies.
At the same time, qualitative data will be collected through semi-structured interviews with 10 selected teachers and
administrators to get their insight and personal perspective. This dual pedagogy is designed to offer a more detailed
description of what prevents autistic students from gaining access to IE. The key findings of the study point to
significant barriers such as inadequate teacher training, ASD-specific training, and disparate administrative support.
Educators frequently reported being overwhelmed at the challenge of meeting ASD students’ specific needs and
experiencing feelings of emotional distress due to behaviour issues. The studies show structural deficiencies in the
educational system, including a lack of consistent care, resources and communication between parents, teachers and
professionals. Remarkably these results indicate a gap in administrative support from school to school, and therefore
a difference in teacher assessment. Such heterogeneity points to a larger systemic issue in policy and funding that can
Vol-08 Issue 12, December-2024 ISSN: 2456-9348
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International Journal of Engineering Technology Research & Management
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shape ASD students’ learning. The research points to the need for specific professional training, better communication,
and stronger stakeholder collaboration to foster an inclusive learning environment