ABSTRACT

Inclusive education has brought about a paradigm shift to the traditional roles of an educator and now require educators to accept multifaceted responsibilities to support diverse individualised needs. Even now, Malaysian mainstream and special needs educators continually report that they need better understandings and knowledge to be proficient in supporting inclusive transitions. This study holds that outlining the distinct roles and responsibilities of the educators throughout the inclusive transition process is critical towards increasing their level of knowledge, competencies, and readiness towards inclusion. This study focuses on utilising the Fuzzy Delphi method to reach a consensus on the roles and responsibilities of mainstream and special needs educators that the experts believe are essential towards supporting the first stage of inclusive transition – the Pre-Transition Stage. The results identify a clearer picture of both educators’ responsibilities within the planning and preparation role, classroom environment role, instructions role, and professional duties role that are key for educators in the first stage of transition. It offers a versatile judgement, clearer picture, and better structured insight that can help facilitate enhanced knowledge, competencies, better readiness, and clearer role alignments.

摘要

全纳教育带来了教育者传统角色的范式转变，现在要求教育者承担多方面的责任，以支持多样化的个性化需求。即使是现在，马来西亚主流和特殊需求教育者不断报告说，他们需要更好的理解和知识才能精通支持包容性转型。本研究认为，概述教育工作者在整个包容性转型过程中的不同角色和责任对于提高他们的知识水平、能力和包容性准备至关重要。本研究侧重于利用模糊德尔菲法就主流和特殊需求教育者的角色和责任达成共识，专家认为这对于支持包容性过渡的第一阶段 - 过渡前阶段至关重要。结果更清楚地说明了教育者在规划和准备角色、课堂环境角色、指导角色和专业职责角色中的责任，这些角色对于教育者在过渡的第一阶段至关重要。它提供了全面的判断、更清晰的画面和更好的结构化洞察力，有助于促进增强知识、能力、更好的准备和更清晰的角色定位。结果更清楚地说明了教育者在规划和准备角色、课堂环境角色、指导角色和专业职责角色中的责任，这些角色对于教育者在过渡的第一阶段至关重要。它提供了全面的判断、更清晰的画面和更好的结构化洞察力，有助于促进增强知识、能力、更好的准备和更清晰的角色定位。结果更清楚地说明了教育者在规划和准备角色、课堂环境角色、指导角色和专业职责角色中的责任，这些角色对于教育者在过渡的第一阶段至关重要。它提供了全面的判断、更清晰的画面和更好的结构化洞察力，有助于促进增强知识、能力、更好的准备和更清晰的角色定位。