Teachers’ Views on Classroom Infrastructure Facilities in Special Education Integration Program in Primary School

Norwahidah Mihat, Mohd Hanafi Mohd Yassin, Mohd Mokhtar Tahar


The main aim of the research is to ensure effective lesson and produce best impact in classroom by providing conducive and comfortable condition. The objective of this research is to obtain Special Education Teachers’ views regarding the Special Education Integration Program (PPKI) in primary school in Seremban, Negeri Sembilan. This research was conducted quantitatively based on Maslow’s hierarch needs theory. A random sampling method is used in gathering the research data involving 137 special education primary school teachers. The research instrument is an adaptation from the questionnaire of the special education infrastructure needs in Malaysia. The data were analyzed descriptively. The findings showed that the level of special education classroom facilities special education teachers’ views is at moderate level. The research concludes that improvements in infrastructure facilities need to be done to meet the UDL model requirements for the convenience of special education students.


teachers’ views; classroom infrastructure facility; primary school

Full Text:



Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.

Sheffler, J. L. (2009). Creating a warm and inclusive classroom environment: Planning for all children to feel welcome. Electronic Journal for Inclusive Education, 2(4), 41-13

Heiman, T. (2001). Inclusive schooling-middle school teachers’ perceptions. School Psychology International, 22(4), 451-462.

McLeod, S. (2007). Maslow’s hierarchy of needs. Simply Psychology, 1.

Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching exceptional children, 42(6), 8-13.

Yasin, M. H. M., Toran, H., Tahar, M. M., Bari, S., Ibrahim, S. N. N., & Zaharudin, R. (2013). Bilik Darjah Pendidikan Khas Pada Masa Kini Dan Kekangannya Terhadap Proses Pengajaran (Current Special Education Classroom And Its Limitations Towards Teaching Process). Asia Pacific Journal of Educators and Education, 28, 1-9.

Azizah, N. (2011). Managing Inclusive School: What Should School Provided to Help Students with Special Needs. Jurnal Pendidikan Khusus.

Preeti, T., & Kiran, U. V. (2012). Infrastructural Facilities for Differently Abled Students-A Comparative Study of Government and Non-Government Institutions. International Research Journal of Social Sciences, 1(3), 21-25.

Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive Education: a Practical Guide to Supporting Diversity in the Classroom. London: RoutledgeFalmer

Yasin, M. H. M., Toran, H., Tahar, M. M., & Bari, S. (2010). Teacher’s perspective on infrastructure of special education’s classroom in Malaysia. Procedia-Social and Behavioral Sciences, 9, 291-294.

Oluremi, F. D. (2015). Inclusive Education Setting in Southwestern Nigeria: Myth or Reality?. Universal Journal of Educational Research, 3(6), 368-374.

Tanyi, M. E. (2016). Pedagogic Barriers in Cameroon Inclusive Classrooms: The Impact of Curriculum, Teachers’ Attitudes and Classroom Infrastructures. Journal of Education and Practice, 7(18), 210-221.

DOI: http://dx.doi.org/10.17977/um005v3i12019p054


  • There are currently no refbacks.

Copyright (c) 2019 Journal of ICSAR

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Journal of ICSAR is Indexing by:



counter  ---> View Statistic

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.