“Ticheh. Plis Help” Challenges Faced by an Inclusive Student When Learning English in a Mainstream Classroom: A Case Study

Abstract

Inclusive education in Malaysia emphasises education for all children at every level of learning regardless of the differences or difficulties that may arise. This qualitative descriptive intrinsic case study uses purposeful sampling representing embedded units and explores the challenges that the inclusive student faced when learning English with the English language teachers in the inclusive classroom. Some of the challenges are the attitude of the English language teachers due to the lack of knowledge, the lack of support system to teach English and the implementation of two new education policies in 2016. Also, the inclusive students are weak in English due to interference of L1, insufficient practice, multiple medical conditions and low self-esteem. Data were collected from observations as field notes, semi-structured interviews, written exercises and Individual Assessment Progress Report. The findings would serve as a guide to reveal insights pertaining to challenges the inclusive student faced while learning English in a mainstream classroom and recommends for teacher training in TESL with special education area in local universities and teacher training colleges according to specification and identify areas of study which need further investigation on the importance of the support system needed by the inclusive students.