Behavioural Management Challenges and Support Needs in Inclusive Classrooms in Malaysia
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Abstract
Effective classroom management is crucial for quality education. Students with special education needs often experience higher rates of behavioural issues, posing challenges for teachers. This study aimed to identify challenges and support needs in behaviour management among mainstream teachers in inclusive classrooms in Malaysian government primary schools. Five primary school teachers from mainstream inclusive classrooms were recruited. These teachers participated in semi-structured interviews, which were then transcribed and analysed using thematic analysis. The findings of this study revealed three major challenges which included time constraints, student limitations and inadequate parental support. Support needs encompassed collaboration with professionals, training, teacher collaboration, parental cooperation and school support. The findings of this study can inform targeted interventions and policies to enhance behaviour management practices among mainstream teachers and create positive and inclusive learning environments for all students.
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