Year: 2025
Type: article
Abstract: This study explores Special Educational Needs (SEN) teachers’ views on the adequacy, relevance, and effectiveness of their training programs, framed through Kolb’s Experiential Learning Theory, which highlights the role of reflective and experiential learning. Using a qualitative design, thirteen SEN teachers from various Malaysian regions participated in semi-structured interviews. Despite the small sample, thematic saturation was achieved, enabling a rich analysis of their experiences. Data were analyzed through Braun and Clarke’s six-step thematic analysis, with trustworthiness ensured via member checking, peer debriefing, and audit trails. Three core themes emerged: (1) Practical alignment with classroom needs—covering behavior management, differentiated instruction, and authentic assessment; (2) Systemic challenges like inconsistent mentorship, limited resources, and weak collaboration; and (3) Contextual gaps in training content, particularly in relation to Malaysian cultural and policy contexts. While hands-on workshops and inclusive education modules were valued by some, others felt unprepared for real classroom demands. These insights are framed within Malaysia’s evolving inclusive education policy, where SEN teachers often juggle multiple roles with minimal support. The study highlights the need for training programs that are policy-aligned, context-sensitive, and continuously updated to improve teacher preparedness and support better outcomes for students with disabilities.
Authors: Meyly Kheng, Nor Amalina Rusli
Institution: University of Debrecen
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4414369499
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