Meneroka Amalan Guru Prasekolah Pendidikan Khas Tentang Kesediaan Sekolah Murid Berkeperluan Pendidikan Khas (Prasekolah) Ke Program Pendidikan Inklusif Tahun 1.

Exploring the Practice of Special Education Preschool Teachers on the Readiness of Schools for Students with Special Needs (Preschool) to the Year 1 Inclusive Programme.

This study explores the practice of special education preschool teachers on the readiness of preschool students with special educational needs (MBPK) for the inclusive education program year 1. This study uses a qualitative approach. A total of eight special education preschool teachers were selected as survey respondents. The choice is based on their three years of teaching experience in a special education preschool. The study's results showed the effectiveness of teacher readiness practices, teacher assessment practices, and teacher intervention practices in determining the level of readiness of preschool special needs students for the Inclusive Programme year 1. Weaknesses in identifying pupils' problems in basic skills and current levels of development, delay the implementation of early interventions on pupils. Therefore, through this study, the relevant parties should be responsible for providing a school readiness assessment instrument for preschool special needs students with complete guidelines to assist in implementing more effective early intervention by teachers. This is because the readiness of preschool special needs students is very important to achieve high potential during year 1 at primary school. [ABSTRACT FROM AUTHOR]

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