Teaching mathematics to students with special educational needs (SEN) in the Integrated Special Education Programme (PPKI) requires both strong pedagogical skills and emotional readiness. However, previous studies suggest that teachers often face difficulties in implementing effective mathematics instruction for SEN students due to challenges in adapting teaching strategies, integrating educational technology, and utilising multisensory approaches. This study aims to examine the readiness of special education teachers in teaching mathematics. A semi-structured interview was conducted with special education teachers from selected schools in Sabah, Malaysia. Data were analysed to gather themes related to teacher readiness. The findings reveal that teachers show high levels of commitment, patience, and empathy, yet continue to experience challenges in delivering mathematics instruction tailored to SEN students. Collaboration with parents, school leaders, and the community is identified as a key factor in support. The study recommends targeted professional development programmes in mathematics pedagogy to strengthen teachers’ instructional readiness and improve learning outcomes for SEN students.
Azme et al. (Wed,) studied this question.
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