Perceptions of Inclusive Practices: The Malaysian perspective

While there has been an international trend toward inclusive educational placements for children with special needs, little information exists regarding perceptions of such practices particularly in developing countries such as Malaysia. The research effort is presented as a case study illustration to provide critical information into the nature of professional relationships between teachers, teachers and parents, and perceptions of students. Individual interviews and observations were conducted with teachers and parents involved in the project. Results indicated that teachers maintained discrete role boundaries, while parents' views were more positive regarding mutual social benefits, acceptance and treatment of the included child. Discussions relate to special education reform and effective strategies to facilitate collaboration among teachers who work within and to promote inclusive environments.