The Malaysian Literacy and Numeracy Strategy (LINUS) has trained teachers in early intervention to support students who are considered at-risk of developing literacy and numeracy difficulties. These teachers are instrumental in supporting continued inclusion of at-risk children in mainstream education. Whilst these teachers have been re-skilled to help them develop practical strategies for working with these students, less attention has been paid to the teachers’ attitudes towards inclusive education.
This session reports on University of Nottingham research into the LINUS teachers’ perceptions of inclusive education. We will identify the teachers’ main reservations concerning inclusion, as well as their views on the benefits of educating all children together. Based on a discussion of the key concepts underpinning the LINUS project, the discussion will consider ways to overcome both practical and attitudinal difficulties.