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Teachers competency elements of special education integrated program for national type schools in Johor, Malaysia on Implementation of Individual Education Plan

Teacher competence has always been cited as an important aspect in the implementation of policies set by the government. In the field of special education, teacher competence is a requirement in the development of special needs students (SNS). One of the key things that requires teachers to be compe...

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Main Authors: Mosbiran, Nor Fauziyana, Mustafa, Mohamad Zaid, Ahad, Rosnee, Nordin, Mohd Norazmi
Format: Article
Language:English
Published: 2021
Subjects:
LB1025-1050.75 Teaching (Principles and practice)
Online Access:http://eprints.uthm.edu.my/3743/1/J12670_e85f584faef9e80cc098abc7a31a6375.pdf
http://eprints.uthm.edu.my/3743/
https://doi.org/10.31838/ijpr/2021.13.02.175
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spelling my.uthm.eprints.37432021-11-22T01:45:56Z http://eprints.uthm.edu.my/3743/ Teachers competency elements of special education integrated program for national type schools in Johor, Malaysia on Implementation of Individual Education Plan Mosbiran, Nor Fauziyana Mustafa, Mohamad Zaid Ahad, Rosnee Nordin, Mohd Norazmi LB1025-1050.75 Teaching (Principles and practice) Teacher competence has always been cited as an important aspect in the implementation of policies set by the government. In the field of special education, teacher competence is a requirement in the development of special needs students (SNS). One of the key things that requires teachers to be competent is to implement an individual education plan (IEP). This study aims to explore the key elements that need to be addressed in the area of teacher competence to achieve effective IEP implementation aspirations for SNS. This study fully utilizes a qualitative approach with interviews as a means of collecting data. Interviews were conducted with 11 respondents comprising teachers of the Special Education Integration Program (SEIP) for national type schools (NTS) in the state of Johor. The selected respondents represented each district within the state of Johor, Malaysia. Interview transcripts generated from the interview sessions, then undergo a thematic analysis process for the purpose of acquiring related elements. The findings show that there are four key elements for the construct of teachers' competencies in the implementation of IEP, namely, knowledge, skills, experience and qualification. The results of this study can be referenced by SEIP teachers for NTS in Johor to produce effective IEPs for SNS. 2021 Article PeerReviewed text en http://eprints.uthm.edu.my/3743/1/J12670_e85f584faef9e80cc098abc7a31a6375.pdf Mosbiran, Nor Fauziyana and Mustafa, Mohamad Zaid and Ahad, Rosnee and Nordin, Mohd Norazmi (2021) Teachers competency elements of special education integrated program for national type schools in Johor, Malaysia on Implementation of Individual Education Plan. Research Article, 13 (2). pp. 1063-1068. ISSN 0975-2366 https://doi.org/10.31838/ijpr/2021.13.02.175
institution Universiti Tun Hussein Onn Malaysia
building UTHM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Tun Hussein Onn Malaysia
content_source UTHM Institutional Repository
url_provider http://eprints.uthm.edu.my/
language English
topic LB1025-1050.75 Teaching (Principles and practice)
spellingShingle LB1025-1050.75 Teaching (Principles and practice)
Mosbiran, Nor Fauziyana
Mustafa, Mohamad Zaid
Ahad, Rosnee
Nordin, Mohd Norazmi
Teachers competency elements of special education integrated program for national type schools in Johor, Malaysia on Implementation of Individual Education Plan
description Teacher competence has always been cited as an important aspect in the implementation of policies set by the government. In the field of special education, teacher competence is a requirement in the development of special needs students (SNS). One of the key things that requires teachers to be competent is to implement an individual education plan (IEP). This study aims to explore the key elements that need to be addressed in the area of teacher competence to achieve effective IEP implementation aspirations for SNS. This study fully utilizes a qualitative approach with interviews as a means of collecting data. Interviews were conducted with 11 respondents comprising teachers of the Special Education Integration Program (SEIP) for national type schools (NTS) in the state of Johor. The selected respondents represented each district within the state of Johor, Malaysia. Interview transcripts generated from the interview sessions, then undergo a thematic analysis process for the purpose of acquiring related elements. The findings show that there are four key elements for the construct of teachers' competencies in the implementation of IEP, namely, knowledge, skills, experience and qualification. The results of this study can be referenced by SEIP teachers for NTS in Johor to produce effective IEPs for SNS.
format Article
author Mosbiran, Nor Fauziyana
Mustafa, Mohamad Zaid
Ahad, Rosnee
Nordin, Mohd Norazmi
author_facet Mosbiran, Nor Fauziyana
Mustafa, Mohamad Zaid
Ahad, Rosnee
Nordin, Mohd Norazmi
author_sort Mosbiran, Nor Fauziyana
title Teachers competency elements of special education integrated program for national type schools in Johor, Malaysia on Implementation of Individual Education Plan
title_short Teachers competency elements of special education integrated program for national type schools in Johor, Malaysia on Implementation of Individual Education Plan
title_full Teachers competency elements of special education integrated program for national type schools in Johor, Malaysia on Implementation of Individual Education Plan
title_fullStr Teachers competency elements of special education integrated program for national type schools in Johor, Malaysia on Implementation of Individual Education Plan
title_full_unstemmed Teachers competency elements of special education integrated program for national type schools in Johor, Malaysia on Implementation of Individual Education Plan
title_sort teachers competency elements of special education integrated program for national type schools in johor, malaysia on implementation of individual education plan
publishDate 2021
url http://eprints.uthm.edu.my/3743/1/J12670_e85f584faef9e80cc098abc7a31a6375.pdf
http://eprints.uthm.edu.my/3743/
https://doi.org/10.31838/ijpr/2021.13.02.175
_version_ 1738581163151196160
score 13.211869

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