Penerimaan Guru Tadika Terhadap Kanak-Kanak Berkeperluan Khas Di Kota Bharu, Kelantan

  • Wei Qian Tan Universiti Kebangsaan Malaysia (UMK)
  • Khairul Farhah Khairuddin

Abstract

Abstrak: Dasar berkenaan pendidikan inklusif menggalakkan penempatan kanak-kanak berkeperluan khas bersama rakan sebaya yang lain di peringkat tadika. Kejayaan pendidikan inklusif bergantung kepada penerimaan guru tadika bagi memudahkan suasana pembelajaran yang baik untuk semua kanak-kanak. Rasa diterima membolehkan kanak-kanak berkeperluan khas merasakan diri mereka tidak berbeza dengan kanak-kanak lain. Tujuan kajian ini adalah untuk mengenal pasti tahap penerimaan guru tadika daripada segi pengetahuan, sikap dan amalan mereka terhadap kanak-kanak berkeperluan khas. Reka bentuk kajian yang digunakan adalah kajian tinjauan deskriptif yang menggunakan kaedah kuantitatif. Teknik persampelan rawak mudah digunakan untuk mendapatkan 80 orang responden daripada populasi guru-guru tadika di sekitar daerah Kota Bharu, Kelantan. Instrumen kajian ini adalah diadaptasikan daripada kajian lepas. Data yang dikumpul telah dianalisis dengan menggunakan perisian Statistical Package for Social Sciences (SPSS) untuk mendapatkan frekuensi, peratusan, min dan sisihan piawai. Dapatan kajian menunjukkan penerimaan guru tadika terhadap kanak-kanak berkeperluan khas berada pada tahap sederhana tinggi. Ini menunjukkan pentingnya guru-guru tadika mengikuti latihan mengenai kanak-kanak berkeperluan khas bagi meningkatkan pengetahuan, sikap dan amalan dalam perancangan pembelajaran yang lebih sesuai untuk semua murid, termasuklah mereka yang berkeperluan khas. Pelbagai pihak yang berkaitan boleh memberi sokongan  dari aspek-aspek yang berbeza, seperti latihan, kemahiran, kemudahan asas, untuk membantu guru-guru tadika dalam pengajaran mereka, justeru meningkatkan tahap penerimaan terhadap kanak-kanak berkeperluan khas.


Abstract: Policies related to inclusive education encourages the placement of children with special needs with other peers at the kindergarten level. The success of inclusive education depends on the acceptance of kindergarten teachers to facilitate a good learning environment for all children. Feeling accepted allows children with special needs to feel that they are no different from other children. The purpose of this study is to identify the acceptance level of kindergarten teachers in terms of their knowledge, attitudes and practices towards children with special needs. The research design used is a descriptive survey study using quantitative methods. A simple random sampling technique was used to obtain 80 respondents consisting of the population of kindergarten teachers around Kota Bharu district, Kelantan. This research instrument is adapted from a previous study. The collected data was analyzed using the Statistical Package for Social Sciences (SPSS) software to obtain frequencies, percentages, mean and standard deviation. The findings of the study show that kindergarten teachers' acceptance of children with special needs is at a moderately high level. This shows the importance of kindergarten teachers following training on children with special needs to improve knowledge, attitudes and practices in learning planning that is more suitable for all students, including those with special needs. Various related parties can provide support from different aspects, such as training, skills, basic facilities, to help kindergarten teachers in their teaching, thus increasing the acceptance level of children with special needs.

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Published
2023-04-30
How to Cite
TAN, Wei Qian; KHAIRUDDIN, Khairul Farhah. Penerimaan Guru Tadika Terhadap Kanak-Kanak Berkeperluan Khas Di Kota Bharu, Kelantan. Jurnal Dunia Pendidikan, [S.l.], v. 5, n. 1, p. 710-724, apr. 2023. ISSN 2682-826X. Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/22066>. Date accessed: 24 june 2024.
Section
Articles