Author(s)

Munira Mohsin¹, Abd Razak Zakaria²

¹Institute of Teacher Education (Ilmu Khas), Kuala Lumpur, Malaysia.
²Department of Educational Foundation and Humanities, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia.

This study aimed to explore Inclusive Pedagogy Literacy among the academic community at the Institute of Teacher Education (Institut Pendidikan Guru). The focus of the study is the application of Inclusive Pedagogy in teaching and learning in the classroom. The samples were chosen among the lecturers at the Institute of Teacher Education through purposive sampling based on their involvement in their major teaching specialization for the subject of special education, language specialization, music studies, physical education and sports science, Islamic education and visual arts education. Qualitative methods involving interview techniques, observation and reflection of teaching have been fully utilized in data collection. Data were analyzed by inductively to get the theme in line with the objectives of the study. The findings showed that the elements such as the ability of students, provision of equal learning opportunities, the active involvement of students, and the diversity of students’ capability are the themes to taking into account by the respondents. Implications of the findings of the study suggest that the inclusive pedagogy literacy among the academic community is in a position to provide added value to students’ knowledge. Awareness of inclusive pedagogy will help in preparing students as a novice teacher to be able to formulate a coherent activity based on clinical experience and effective teaching.

Literacy, Inclusive Pedagogy, Academic Community, Teacher Education

Mohsin, M. and Zakaria, A. (2017) Inclusive Pedagogy Literacy among Academic Community at Institute of Teacher Education, Kuala Lumpur. Open Journal of Social Sciences, 5, 114-122. doi: 10.4236/jss.2017.52011.