Teachers' perspectives on inclusive education for students with multiple disabilities in Malaysia: A phenomenological study based on the IPAA framework

Murugesu Supermaniam; Norfatin Faizah Hamdan

doi:10.31893/multirev.2026145

Keywords:

special needs education

complex learner needs

educator barriers

co-teaching

South Asian context

inclusive teaching models framework

Abstract

Inclusive education aims to meet the diverse needs of all learners through equitable access, responsive pedagogies, and supportive learning environments. On the other hand, including students with multiple disabilities presents unique challenges for teachers. The present study will investigate in-service educators’ experiences, challenges, and expectations while implementing inclusive education with students with multiple disabilities. A qualitative phenomenological design was employed and employed a purposive sampling approach. The data was collected from ten preschool, primary, and secondary in-service teachers through an online open-ended survey. Thematic analysis, based on Braun and Clarke’s (2006) six-phase process and the Inclusive Pedagogical Approach in Action (IPAA), indicated three broad themes: (1) educators’ positive attitudes toward inclusion and inclusivity, (2) readiness and confidence are dependent on professional capacity, and (3) sustainable inclusion and inclusive practices require collaboration and policy change. The study emphasizes teachers' knowledge and skills in structured models of co-teaching for inclusion to provide ongoing professional learning and a whole school culture of inclusion. Additionally, this study adds to the limited literature on inclusive education in Southeast Asia and provides recommendations for educators and policymakers to improve inclusive practices in Malaysia.
References
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3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
4. Brennan, A., King, F., & Travers, J. (2021). Supporting the enactment of inclusive pedagogy in a primary school. International Journal of Inclusive Education, 25(13), 1540–1557. https://doi.org/10.1080/13603116.2019.1625452
5. Chua, T. S., & Low, H. M. (2024). Inclusive education: Perception, practice and implementation within Malaysia. Jurnal Pendidikan Bitara UPSI, 17, 126–134. https://doi.org/10.37134/bitara.vol17.sp.13.2024
6. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design (4th ed.). SAGE Publications.
7. Devolli, A., & Zabeli, N. (2024). Attitudes of parents of children with special needs towards inclusive education. Human Research in Rehabilitation, 14(1), 208–223. https://doi.org/10.21554/hrr.042419
8. Etscheidt, S. L., Hernandez-Saca, D., & Voulgarides, C. K. (2024). Monitoring the transition requirements of the Individuals With Disabilities Education Act: A critique and a proposal to expand the performance indicators. Journal of Disability Policy Studies. https://doi.org/10.1177/10442073231177407
9. Florian, L., & Black-Hawkins, K. (2013). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
10. Horn, E., & Kang, J. (2012). Supporting young children with multiple disabilities. Topics in Early Childhood Special Education, 31(4), 241–248. https://doi.org/10.1177/0271121411426487
11. Hosshan, H. (2022). Perspectives of teachers on supporting the participation of students with learning disabilities in inclusive secondary schools: A qualitative study. Asia Pacific Journal of Educators and Education, 37(1), 47–60. https://doi.org/10.21315/apjee2022.37.1.3
12. Jardinez, M. J., & Natividad, L. R. (2024). The advantages and challenges of inclusive education: Striving for equity in the classroom. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7182
13. Jelas, Z. M., & Mohd Ali, M. (2014). Inclusive education in Malaysia: Policy and practice. International Journal of Inclusive Education, 18(10), 991–1003. https://doi.org/10.1080/13603116.2012.693398
14. Kazmi, A. B., Kamran, M., & Siddiqui, S. (2023). The effect of teachers’ attitudes in supporting inclusive education by catering to diverse learners. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1083963
15. Keerthan, K. S., Gunjawate, D. R., Ravi, R., & Kumar, K. (2025). Exploring teachers’ knowledge and attitudes towards the inclusion of children with hearing impairment in mainstream education: A systematic review. International Journal of Pediatric Otorhinolaryngology, 190, 112255. https://doi.org/10.1016/j.ijporl.2025.112255
16. Lapidot-Lefler, N. (2025). Teacher responsiveness in inclusive education: A participatory study of pedagogical practice, well-being, and sustainability. Sustainability, 17(7), 2919. https://doi.org/10.3390/su17072919
17. Moosa, M., & Bekker, T. (2021). Initial teacher education students’ conceptualisation of inclusive education. Journal of Education, 85, 1–20. https://doi.org/10.17159/2520-9868/i85a03
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19. Ramírez-Forero, B. I., Arroyo-Rojas, F., Martínez-Rivera, S., Noreña-Osorno, M. S., Correia de Campos, L. F. C., Nowland, L., & Haegele, J. (2024). Barriers and facilitators to the inclusion of autistic students in integrated physical education: A Colombian perspective. International Journal of Developmental Disabilities, 29(2), 1–10. https://doi.org/10.1080/20473869.2024.2399376
20. Rapp, A. C., & Corral-Granados, A. (2024). Understanding inclusive education: A theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education, 28(4), 423–439. https://doi.org/10.1080/13603116.2021.1946725
21. Rosmalily, S., & Woollard, J. (2019). Towards inclusive training for inclusive education (Teachers’ views about effective professional development for promoting inclusive education). In Proceedings of the 13th annual International Technology, Education and Development Conference (INTED 2019), Valencia, Spain. https://doi.org/10.37134/bitara.vol12.sp.8.2019
22. Salleh, R., & Woollard, J. (2019). Inclusive education: Equality and equity (Teachers’ views about inclusive education in Malaysia’s primary schools). Jurnal Pendidikan Bitara UPSI, 12, 72–83. https://doi.org/10.37134/bitara.vol12.sp.8.2019
23. Smith, J. A. (2019). Participants and researchers searching for meaning: Conceptual developments for interpretative phenomenological analysis. Qualitative Research in Psychology, 16(2), 166–181. https://doi.org/10.1080/14780887.2018.1540648
24. Uribe‐Zarain, X., Hellman, A. B., & Bell, A. B. (2025). Transforming teacher attitudes and practices: The efficacy of sustained professional development in culturally responsive education. TESOL Journal, 16(1). https://doi.org/10.1002/tesj.896
25. Yusuf, M., Mai, M. Y. M., Garba, S. A., Aroyewun, T. F., Perveen, A., & Babatunde, B. N. (2025). Challenges of Edu 4.0 in inclusive education: A qualitative analysis with quantified qualitative data. International Journal of Learning, Teaching and Educational Research, 24(1), 481–499. https://doi.org/10.26803/ijlter.24.1.24

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Supermaniam, M., & Hamdan, N. F. (2025). Teachers’ perspectives on inclusive education for students with multiple disabilities in Malaysia: A phenomenological study based on the IPAA framework . Multidisciplinary Reviews, 9(3), 2026145. https://doi.org/10.31893/multirev.2026145

[1] Abu Bakar, N. H., & Nordin, M. N. (2024). Inclusive education programs in Malaysia: Teachers’ challenges in implementation. Special Education (SE), 2(1), e0017. https://doi.org/10.59055/se.v2i1.17

[2] Almulla, A. A., Aftab, M. J., & Amjad, F. (2025). Creating inclusive early childhood education environments: Challenges and opportunities. Journal of Posthumanism, 5(1). https://doi.org/10.63332/joph.v5i1.579

[3] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

[4] Brennan, A., King, F., & Travers, J. (2021). Supporting the enactment of inclusive pedagogy in a primary school. International Journal of Inclusive Education, 25(13), 1540–1557. https://doi.org/10.1080/13603116.2019.1625452

[5] Chua, T. S., & Low, H. M. (2024). Inclusive education: Perception, practice and implementation within Malaysia. Jurnal Pendidikan Bitara UPSI, 17, 126–134. https://doi.org/10.37134/bitara.vol17.sp.13.2024

[6] Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design (4th ed.). SAGE Publications.

[7] Devolli, A., & Zabeli, N. (2024). Attitudes of parents of children with special needs towards inclusive education. Human Research in Rehabilitation, 14(1), 208–223. https://doi.org/10.21554/hrr.042419

[8] Etscheidt, S. L., Hernandez-Saca, D., & Voulgarides, C. K. (2024). Monitoring the transition requirements of the Individuals With Disabilities Education Act: A critique and a proposal to expand the performance indicators. Journal of Disability Policy Studies. https://doi.org/10.1177/10442073231177407

[9] Florian, L., & Black-Hawkins, K. (2013). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

[10] Horn, E., & Kang, J. (2012). Supporting young children with multiple disabilities. Topics in Early Childhood Special Education, 31(4), 241–248. https://doi.org/10.1177/0271121411426487

[11] Hosshan, H. (2022). Perspectives of teachers on supporting the participation of students with learning disabilities in inclusive secondary schools: A qualitative study. Asia Pacific Journal of Educators and Education, 37(1), 47–60. https://doi.org/10.21315/apjee2022.37.1.3

[12] Jardinez, M. J., & Natividad, L. R. (2024). The advantages and challenges of inclusive education: Striving for equity in the classroom. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7182

[13] Jelas, Z. M., & Mohd Ali, M. (2014). Inclusive education in Malaysia: Policy and practice. International Journal of Inclusive Education, 18(10), 991–1003. https://doi.org/10.1080/13603116.2012.693398

[14] Kazmi, A. B., Kamran, M., & Siddiqui, S. (2023). The effect of teachers’ attitudes in supporting inclusive education by catering to diverse learners. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1083963

[15] Keerthan, K. S., Gunjawate, D. R., Ravi, R., & Kumar, K. (2025). Exploring teachers’ knowledge and attitudes towards the inclusion of children with hearing impairment in mainstream education: A systematic review. International Journal of Pediatric Otorhinolaryngology, 190, 112255. https://doi.org/10.1016/j.ijporl.2025.112255

[16] Lapidot-Lefler, N. (2025). Teacher responsiveness in inclusive education: A participatory study of pedagogical practice, well-being, and sustainability. Sustainability, 17(7), 2919. https://doi.org/10.3390/su17072919

[17] Moosa, M., & Bekker, T. (2021). Initial teacher education students’ conceptualisation of inclusive education. Journal of Education, 85, 1–20. https://doi.org/10.17159/2520-9868/i85a03

[18] Park, E., McKay, L., Carrington, S., & Harper‐Hill, K. (2025). Using hope theory to understand changes from professional learning in inclusive education. British Educational Research Journal, 51(1), 299–320. https://doi.org/10.1002/berj.4076

[19] Ramírez-Forero, B. I., Arroyo-Rojas, F., Martínez-Rivera, S., Noreña-Osorno, M. S., Correia de Campos, L. F. C., Nowland, L., & Haegele, J. (2024). Barriers and facilitators to the inclusion of autistic students in integrated physical education: A Colombian perspective. International Journal of Developmental Disabilities, 29(2), 1–10. https://doi.org/10.1080/20473869.2024.2399376

[20] Rapp, A. C., & Corral-Granados, A. (2024). Understanding inclusive education: A theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education, 28(4), 423–439. https://doi.org/10.1080/13603116.2021.1946725

[21] Rosmalily, S., & Woollard, J. (2019). Towards inclusive training for inclusive education (Teachers’ views about effective professional development for promoting inclusive education). In Proceedings of the 13th annual International Technology, Education and Development Conference (INTED 2019), Valencia, Spain. https://doi.org/10.37134/bitara.vol12.sp.8.2019

[22] Salleh, R., & Woollard, J. (2019). Inclusive education: Equality and equity (Teachers’ views about inclusive education in Malaysia’s primary schools). Jurnal Pendidikan Bitara UPSI, 12, 72–83. https://doi.org/10.37134/bitara.vol12.sp.8.2019

[23] Smith, J. A. (2019). Participants and researchers searching for meaning: Conceptual developments for interpretative phenomenological analysis. Qualitative Research in Psychology, 16(2), 166–181. https://doi.org/10.1080/14780887.2018.1540648

[24] Uribe‐Zarain, X., Hellman, A. B., & Bell, A. B. (2025). Transforming teacher attitudes and practices: The efficacy of sustained professional development in culturally responsive education. TESOL Journal, 16(1). https://doi.org/10.1002/tesj.896

[25] Yusuf, M., Mai, M. Y. M., Garba, S. A., Aroyewun, T. F., Perveen, A., & Babatunde, B. N. (2025). Challenges of Edu 4.0 in inclusive education: A qualitative analysis with quantified qualitative data. International Journal of Learning, Teaching and Educational Research, 24(1), 481–499. https://doi.org/10.26803/ijlter.24.1.24

Abstract

References

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