Perception on the Effectiveness of Support Provided by Regular Teachers in Handling Learners to Special Educational Needs in Inclusive Classroom Setting

  This study examines the perceptions and challenges faced by regular teachers in managing inclusive education, particularly for students with special needs. Data from various tables reveal that 80% of teachers lack formal training in specialized education, which significantly affects their confidence and efficacy in inclusive settings. Despite this, teachers exhibit generally positive attitudes toward inclusive practices, though they report significant challenges in instructional and time management. These challenges are predominantly classified as either "Challenged" or "Slightly Challenged." A statistical analysis underscores a weak but significant positive correlation between teachers' positive perceptions and the challenges they experience, suggesting that heightened awareness of inclusive practices may also increase the recognition of related difficulties. The findings highlight the urgent need for comprehensive professional development and systemic adjustments to support teachers effectively in inclusive educational environments.本研究考察了普通教师在开展融合教育（inclusive education）、尤其针对特殊需求学生时所面临的认知与挑战。多项表格数据显示，80%的教师未接受过特殊教育相关正规培训，这显著影响了他们在融合教育场景中的教学自信心与教学效能感。尽管如此，教师群体对融合教育实践整体持积极态度，但他们坦言在教学与时间管理方面面临显著困境。此类困境主要可划分为“重度困境”与“轻度困境”两类。统计分析结果表明，教师的积极认知与所经历的挑战之间存在微弱却显著的正相关关系，这意味着对融合教育实践的认知程度加深，可能同时会提升对相关困难的感知度。研究结果凸显了亟需开展全面的专业能力发展与体系调整，以在融合教育环境中为教师提供切实有效的支持。