PERCEPTION OF SPECIAL EDUCATIONAL NEEDS TEACHERS TOWARDS IN-SERVICE TRAINING

PROGRAMMES FOR

SPECIAL EDUCATION IN SARAWAK

RICK HANSON GUMBANG

A Thesis Submitted In Partial Fulfillment of the Requirements for

The Degree of Master of Science in Human Resource Development

FACULTY OF COGNITIVE SCIENCE AND HUMAN RESOURCE DEVELOPMENT

UNIVERSITY MALAYSIA SARAWAK, KOTA SAMARAHAN, KUCHING

DECLARATION

I declare that this thesis is the original work of the researcher, and that neither whole nor part of this thesis has been submitted to this university (UNIMAS) or other institutions of higher learning as a partial requirement submission.

DEDICATION

My beloved wife Agnes Chung All my children; Charlton, Irwin, Amanda, and Gregory

My parents; Mr. & Mrs Gumbang Rumbe, and family members

Thanks for your support, consideration, sacrifices, cheers and prayers.

You have been a source of inspiration, strength and encouragement throughout.

ABSTRACT

This study focuses on the perception of Special Educational Needs teachers towards in-Service Training for special education in Sarawak. The specific purpose of this study is to examine how the selected demographic factors, organizational factors, trainer factors and trainee factors have influenced the effectiveness of in-service training programmes for special educational needs. The study involved a total of 121 teachers from 21 special education schools as respondents for this study. Data was collected using the survey questionnaire technique, and analysis was done using the Statistical Package for Social Science (SPSS) version 9.0. Descriptive statistics and Inferential statistics are used to analyse the data, and statistical tools like t-Test, ANOVA and Pearson Correlation test are used. The findings of this study showed that there is a significant correlation between perception towards in-service training programme and organization factor- culture. There is no significant correlation in the perception of SEN teachers towards in-service training based on the selected organization factors - budget, policy and management support; Trainer factors- KSA, experience, Methods and techniques; and Trainee factors- KSA and learning style. There is no significant difference between SEN teachers based on qualification and experience, in terms of their perception towards in-service training. However, there is a significant difference between male and female SEN teachers, in terms of their perception towards ~n-service training. Based on the findings of the study, it is recommended that the organization provide sufficient yearly budget for in-service training, to plan all training well, and to give full support to the training programme. The trainers must ensure that the course contents are suitable and suff~cient, and that training materials, methods and techniques are sufficient and effectively used. Finally, trainers and supervisors must also increase their supervisory role soon after training to ensure training is effectively transferred to the workplace.

ABSTRAK

Kajian ini adalah bertujuan untuk mengkaji persepsi guru-guru SEN terhadap keberkesanan Latihan Dalam Perkhidmantan untuk guru-guru pendidikan khas di Sarawak. Seramai 121 guru Pendidikasn Khas daripada 21 buah sekolah te!ahpun dikenalpasti sebagai responden untuk kajian ini. Responden dalam kajian ini merupakan semua guru Pendidikan Khas di Sarawak. Kajian ini bertujuan untuk melihat hubungan di antara fartor-faktor pengubah-alih tidak bersandar; Faktor Demografi, Faktor Budaya Organisasi - dasar, kewangan dan sokongan organisasi; Faktor Jurulatih - pengetahuan, kemahiran dan tingkahlaku, kaedah dan pengalaman; dan Faktor Pelatih - pengetahuan, kemahiran and tingkahlaku, dan cara belajar dengan pengubah alih bersandar: Latihan Dalam Perkhidmotan untuk guru-guru pendidikan khas. Data yang diperolehi melalui borang survey soal-selidik telah dianalisis menggunakan pakej SPSS untuk windows (versi 9.0). Kaedah'yang digunakan ialah kaedah descriptif dan kaedah inferensi, manakala ujian dijalankan menggunakan instrumen seperti t-test, ANOVA dan Pearson Correlation. Dapatan kajian ini menunjukkan bahawa terdapat correlasi signifikan diantara faktor budaya organisasi dan latihan dalam perkhidmatan. Didapati juga bahawa tidak ada correlasi signifikan diantara persepsi guru SEN berdasarkan faktor Organisasi terpilih - budget, dasar, sokongan organisasi; faktor Jurulatih terpilih - KSA, pengalaman, metodologi; dan faktor Pelatih terpilih - KSA dan cara belajar dan latihan dalam perkhidmatan. Tidak terdapat sebarang perbezaan signifikan diantara guru-guru SEN berdasarkan kelayakan dan pengalaman dengan persepsi mereka keatas latihan dalam perkhidmatan. Walau bagaimanapun, terdapat perbezaan signifikan diantara guru-guru lelaki dan guru-guru perempuan SEN dengan persepsi mereka terhadap latihan dalam perkhidmatan.

ACKNOWLEDGEMENT

Thanks and praises to the Almighty God for His blessings of life, wisdom and good health that has enabled me to complete this course of study; and to the Church Pastor, family members and friends for your encouragement and constant prayers.

My sincere appreciation and thanks to the following persons for their wonderful guidance, support, advice and counsel during the course of my study; Staff of the Cognitive Science and Human Resource Development faculty, UNIMAS; Professor Dr. Ibrahim Mamat (Dean), Associate Professor Dr. Peter Songan (Deputy Dean), Puan Leniiw Roman (Program Coordinator), Encik Mohd. Razali Othman (Supervisor), Lecturers and the administrative staff.

To my dear friends of cohort 1 (Flexi-time) 1999-2001, thanks for your support, encouragement, contribution and cooperation. The time spent together was adorable and memorable, one that will remain as sweet memories of my student years. Thanks very much for your invaluable help. Most of all, my slncere thanks to the Ministry of Education, the State Education Department, Principal and Assistant Heads of SMK DPHA Gapor, Stampin; all school Principals and Headmasters concerned, and fellow Special Educational Needs teachers from the various special schools for your assistance and invaluable support. Without you this study would not have been a success.

BIBLIOGRAPHY

The researcher, Rick Hanson Gumbang was born on the 2 9 ~ January 1953, at Kampung Bunga, Serian. He obtained his early education at: SR Kg. Bunga, Serian (mission primary school) 1959, SM Ayer Manis, Serian (lower secondary) 1967, SM Deshon, Kuching (upper secondary) 1969, and SM Sunny Hill, Kuching (sixth form) 1973.

He started his career as a teacher after his completion of a Teacher's Training Course at Batu Lintang Teacher's College in 1975 - 1976, and has served in various fields and capacities namely: as a teacher - SMK Serian (1977); Assistmt Group supervisor - Education HQ, Schools Division (1981); Assistant Group supervisor - Education HQ, Curriculum Division (1983), Headmaster - SK Tarat, Serian (1987), Group Supervisor - Special Education Unit HQ, Schools Division (1995), and Coordinator for Special Education Unit (Hearing Impaired) at SMK DPHA Gapor, Starnpin; Kuching since 1998.

He received his professional training and higher education from: Bishop Grossetteste College of Education - Advanced Diploma in Special Educational Needs (1 982- 1983) Nottingham University, United Kingdom; Flinders University - Bachelor of Special Education (1977), Adelaide, South Australia; and University Malaysia Sarawak (UNIMAS), Kota Samarahan - Master of Science (HRD) in 1999-2001.

LIST OF FIGURES

Figure 1.1 Conceptual Framework

Figure 2.1 The Individual Learning Process

Figure 2.2 The Learning Cycle

LIST OF TABLES

Page

Table 3.1 Table 3.2 Table 3.3 Table 3.4 Table 3.5 Table 3.6

Table 3.7 Table 3.8 Table 3.9 Table 3.10 Table 4.1 Table 4.2 Table 4.3 Table 4.4 Table 4.5 Table 4.6 Table 4.7

Table 4.8

Table 4.9 Table 4.10 Table 4.1 1 Table 4.12 Table 4.13 Table 4.14 Table 4.15 Table 4.16 Table 4.1 7 Table 4.l8(a)

Table 4.l8(b) Table 4.19(a)

Table 4.19(b) Table 4.20(a)

Table 4.20(b)

Table 4.21

Population of SEN teachers Population size and distribution Likert Scale Positive and Negative items Perception of SEN teachers Positive and Negative items - organization factors Section B Trainer factor - Section C Trainee factors - Section D Reliability Analysis Interpretation of Correlation Value Distribution of Respondents by Gender Distribution of Respondents by Status Distribution of respondents by Qualification Distribution of respondents by Experience Distribution of Respondents by Course attended Distribution of Respondents by Class taught SEN Teacher's Perception towards in-service Training SEN Teacher's perception towards independent Variables Pearson Correlation for Ho 1 Pearson Correlation for Ho2 Pearson Correlation for Ho3 Pearson Correlation for Ho4 Pearson Correlation for Ho5 Pearson Correlation for Ho6 Pearson Correlation for Ho7 Pearson Correlation for Ho8 Pearson Correlation for Hog Teacher's perception towards in-service training in terms of gender Teacher's perception towards in-service training Teacher's perception towards in-service training In terms of qualification Independent Sample test Teacher's perception towards in-service training Based on Experience Teacher's perception towards in-service training - ANOVA Summary and results of Null-Hypotheses Testing

viii

LIST OF ABBREVIATIONS

KDP

SEN

VI

HI

LD

ADD

ADHD

PMR

JPK

PAT

UPK

KSA

Kursus Dalam Perkhidmatan (In-service Training)

Special Educational Needs (Education for children with Handicap and disabilities

Vision Impaired

Hearing Impaired

Lcarning Difficulties

Attention Deficit Disorder

Attention Deficit Hyperactive Disorder

Penilaian Menengah Rendah

Jabatan Pendidikan Khas (Special Education Department, Ministry of Education, K.L)

Par4ent's Action Team (Parent's - Teacher's Association

Unit Pendidikan Khas (Special Unit, State Education HQ)

Knowledge, skills, attitudes.

TABLE OF CONTENTS

Declaration Dedication Abstract Abstrak Appreciation Bibliography List of Figures List of Tables List of Abbreviations

CHAPTER ONE INRODUCTION 1.0 Introduction 1.1 Background of study 1.2 Problem statement 1.3 Objectives of study 1.4 Conceptual framework 1.5 Hypotheses 1.6 Significance of the study 1.7 Operational Definition of Terms 1.8 Limitations of the study

CHAPTER TWO LITERATURE REVIEW 2.0 Introduction 2.1 In-service training

2.1.0 Previous study on in-service training 2.1.1 Effective training 2.1.2 Training Needs 2.1.3 Appropriate training materials 2.1.4 Advantages of training 2.1.5 Training process

2.2 Factors influencing in-service training 2.2.0 Selecting training staff 2.2.1 Attitudes of trainees 2.2.2 Learning styles 2.2.3 Learning principles and conditions 2.2.4 Time constraints 2.2.5 Management support

2.3 Other factors influencing training 2.3.0 Motivation 2.3.1 Adult learning theory 2.3.2 Budget 2.3.3 Trainees 2.3.4pTrainees' KSA 2.3.5 Training and trainer support 2.3.6 Organizational climate and culture

4 2.4 Summary

Page i

11 . . . 111

i v v vi

vii . . .

V l l l

ix

CHAPTER THREE METHODOLOGY 3.0 Introduction 3.1 Research design 3.2 Population of the study 3.3 Research instrument

3.3.1 Perception of SEN teachers 3.3.2 Demographic factor - Section A 3.3.3 Organization factor - Section B 3.3.4 Trainer factor - Section C 3.3.5 Trainee factor - Section D 3.3.6 Open-ended questions

3.4 Pilot study 3.4.1 Purpose of the pilot test 3.4.2 Result of the pilot study

3.5 Methods of Data Collection 3.6 Data analysis

3.6.1 Descriptive statistics 3.6.2 Inferential statistics 3.6.3 T-test, ANOVA, Correlation test

3.7 Summary

CHAPTER FOUR FINDINGS AND DISCUSSIONS 4.0 Introduction 4.1 .Demographic characteristics

4.1 .I Gender 4.1.2 Status 4.1.3 Qualification 4.1.4 Experience 4.1.5 Course attended 4.1.6 Class taught

4.2 Description of SEN teacher's perception

4.3 Hypotheses testing Ho 1 - 10 4.3.1 Hypotheses I (Hol) 4.3.2 Hypotheses 2 (Ho2) 4.3.3 Hypotheses 3 (Ho3) 4.3.4 Hypotheses 4 (Ho4) 4.3.5 Hypotheses 5 (Ho5) 4.3.6 Hypotheses 6 (Ho6) 4.3.7 Hypotheses 7 (Ho7) 4.3.8 Hypotheses 8 (Ho8) 4.3.9 Hypotheses 9 (Hog) 4.3.10:l Hypotheses 10 - H0:lO.l

Ho: 10.2 "",A Ho: 10.3

4.4 Open-ended questions 4.4.1 Administration of training 4.4.2 Suitability of topic 4.4.3 Training usefulness for SEN teachers 4.4.4 Expertise of Trainers 4.4.5 Strengths of training programs 4.4.6 Suggestions to improve training

4.5 Summary

CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.

5.0 Introduction 5.1 Summary 5.2 Conclusion 5.3 Recommendations

5.3.1 The organization 5.3.2 Training managers and trainers 5.3.3 Other researchers

BIBLIOGRAPHY

APPENDIX A Questionnaire

APPENDIX B Letter of Introduction

APPENDIX C Sample Open-ended question

CHAPTER ONE INTRODUCTION

1.0 INTRODUCTION This chapter shall dwell on the topic of The Perception of Special

Educational Needs Teachers towards In-service Training Programmes for Special Education Needs in Sarawak. In this chapter the researcher will also discuss the background of the study, the problem statement, the objectives of the study, the conceptual framework of the research, the hypothesis, significance of the study and the operational definition of terms as used in this research.

1.1 BACKGROUND OF THE STUDY. In this study, the tern Special Educational Needs (SEN), as in Ashman and

Elkins (1996), refers to children who have an impairment in at least one of the followings: Vision Impairment, Hearing Impairment, other physical impairment, and mild mental disabilities. Special Education Needs children often possess varying degrees and levels of disability that results in a handicapping condition. Special Education Needs children referred to here are those who are educable and who are able to succeed if the environment for learning is conducive and supportive. The State Education Department Report (1999) classified the special schools and categories of disabilities referred to in this study as Children with Hearing Impairment - profound or partial deafness; Children with Vision Impairment - profound or partial blindness; and Children with Learning Difficulties - those who are slow and have considerable difficulties in memory and recall. Special Education Needs Programmes in Malaysia, according to the Report by the Ministry of Education (1999), strictly refers to the education of children who have hearing and speech impairment, sight and vision impairment, and learning difficulties. According to Casey (1994), children who have learning difficulties are generally those who suffered mild mental retardation, emotional stress and some form of physical handicap. Ashman and Elkins (1994), and Westwood (1997), classified children with special education needs as slow-learners. These children may have other associated problems such as Down Syndrome, Attention Deficit Disorder- ADD, Attention Deficit Hyperactivity Disorder (ADHD), Asperger Syndrome, and Dyslexia. Learners or children who have slow mental growth capacity are unable to learn at a normal rate as their peers in the regular stream classes. Therefore, in-service training for SEN is essential to prepare special educational needs teachers for the education of children with disabilities.

On the oger hand, special educational needs children still lack the necessary basic knowledge and skills in reading, writing and mathematics as were rt$orted by SEN teachers. The immediate question is, has in-service training for SEN fully equipped special education needs teachers with adequate knowledge and the necessary skills to effectively teach special needs children? The results of the primary school assessment (UPSR), Lower secondary school examination (PMR) and Malaysian certificate of education (SPM) public examinations, as

indicated by the State Education Department (1999), showed that SEN students were generally poor in the language subjects- Bahasa Malaysia, and English Language, and all other subiects that involve language and reading. The Ministry of Education- Jabatan Pendidikan Khas, has expressed their concern over the students' poor performance especially in these subjects. According to a study by the Ministry of Education (1999), on the 14 weeks In-service training reported that between 20% to 30% of all teachers who attended the course stated that it did not help them to acquire new knowledge in the subject options, types of handicap and pedagogi. This figure is significant especially for those who are directly concerned with training since it signals the need to reexamine the course objectives and content. The same applies to the in-service training for special educational needs teachers. Ashrnan and Elkins (1994) reported that in Australia attention was focused on pre-service and in-service training for class teachers and SEN teachers to ensure SEN students are provided with effective and appropriate instruction. In the Malaysian context, perhaps the poor results in the public examinations by SEN students is an indicator trainers and teachers should reckon with.

The practice of having short training courses of usually one or two weeks duration is considered less effective or not beneficial for the trainees. SEN teachers are of the opinion that short training courses are too short for SEN teachers to adapt themselves to the training, and thus find difficulty to assimilate the various concepts and theories taught. In addition, the usual way the course is organized and carried out; that is, impromptu method of identifying course participants, picking at random topics that are thought important or suitable, choosing topics without frst identifying and consulting the experts in that field, and grouping of course participants together without considering their teaching and school background are reasons for concern. In future training courses, it maybe useful and appropriate to call participants according to the type of special school or type of impairment or handicap of SEN children. Another alternative is to call all SEN teachers together to a large training center for two to four weeks, and grouping them according to the type of special school they are working in. This will certainly improve interaction and encourage meaningful exchange of ideas and experiences throughout the training.

The ultimate purpose of training is therefore, to change the attitudes of special education needs teachers. Similarly, teachers of children with special education needs must be ready to equip themselves with the necessary basic knowledge and skills, and other appropriate specialized skills to meet new challenges. Mondy (1999) in support of Carnevale (1990) argues that training is the strongest variable that we can see contributing to higher returns, and its importance grows ov@.ime. This statement is generally true and applicable to all organizations if training is all that is important to bring about change. Carnevale 1990) suggest that individuals and trainers involved in the training and deve 4 ment of SEN teachers must be knowledgeable, well informed and sensitive towards the latest techniques and development aspects of Special Educational Needs. According to Mondy (1999), planning is very important because it helps the trainer to develop suitable training programmes; constantly

updating and informing teachers on the latest techniques and global development in special education.

The in-service training programmes referred to in this study are the short courses that are usually of a one week, two weeks, three weeks or fourteen weeks duration. These courses are usually organized by the Ministry of Education with the help of the State Education Department, aimed at training teachers on new knowledge, skills and methodology in special education. The training programme usually includes topics on the teaching of new techniques, skills and methodologies, current global trends, support services and the eventual transfer of knowledge and skills to the workplace. However, training depends solely on the availability of funds. Sometimes, the training department suffer severe cuts in their budget causing trainers to shelve off their training plans or sometimes had to work within a meager budget. The immediate effect of these cuts are even more damaging because it forced training programmes to become haphazardly planned, only a small number of trainees can be trained with a small budget, and training schedules are crashed thus, causing many important topics and information to be put aside. Delivery of the subject tends to be haphazardly done in too short a time and that training must be held before the year ends so that the budget for the year is spent. Whatever the situation, training must continue. Training for special educational needs teachers must go on if they are to be competent and effective in their work. Forsyth (1992) supports this point by saying that training is necessary to maintain and improve performance and it should be a continuous process.

1.2 PROBLEM STATEMENT.

The effectiveness of in-service training programmes becomes the main concern of the organization, supervisors, training officers, and other staff and teachers. Special educational needs teachers have been called to attend in- service training year after year, and thousands of nnggit have been spent on their training to equip them with specialized skills. Nevertheless, no one is certain if these training programmes have actually achieved its objectives, and brought about the desired change in the knowledge, skills and attitudes of SEN teachers. Poor examination results quite often reflect the ineffectiveness of teaching and learning and the shortcomings of in-service training for SEN. In this connection, and for the reasons above, it is necessary to cany out an assessment on the perception of teachers towards in-service training for special education needs in this country.

The imme&te questions that needs to be asked are; 1.) What is the perception of SEN teachers towards in-service training

$programs? 2.) What are the factors that influence the perception of SEN teachers towards

in-service training programs? This study intends to find answers to the foregoing questions.

1.3 OBJECTIVES O F THE STUDY

1.3.0 General Objectives. The general objective of this study is to determine the perception of SEN

teachers towards in-service training and the factors that influence this perception.

1.3.1 Specific Objectives. The specific objectives are:

(i) To determine the level of perception of SEN teachers towards in- service training programmes based on the selected Organizational factors: Culture, Policy, Budget, and Management Support;

(ii) To determine the relationship between the perception of special educational needs teachers (SEN) towards in-service training programme based on the selected Trainer factors such as; knowledge, skills and attitudes, experience and methodologies and techniques; and Trainee factors such as; knowledge, skills and attitudes and learning style.

(iii) To determine if there is any difference between special educational needs teachers of varied Demographic characteristics: gender, qualification and experience in terms of their perception towards in- service training programme.

1.4 CONCEPTUAL FRAMEWORK.

Figure 1 below, shows the conceptual framework used to guide the course of the discussion and research in this study. The Dependent Variable is in- service training programmes for Special Educational Needs Teachers, as a means of disseminating knowledge, skills and attitudes (KSA). Whereas, the selected independent variables identified for the purpose of this study are; Organizational factors - organization culture, policy, budget, and management support; Trainer factors - knowledge, skills, attitudes (KSA), experience, and methodologies and techniques; Trainee factors -knowledge, skills and attitudes, learning style - how trainees learn, perceive themselves, the organization, the training, and trainers; Demographic characteristics- gender, status, qualification, experience, course attended and class or program taught presently.

Figure 1.1 A Conceptual Model on the perceived Factors influencing the Perception of SEN Teachers Towards In-service

Training.

Dependent Variable Independent Variables t I

A ORGANIZATION FACTORS CULTURE, BUDGET POLICY, MANAGEMENT SUPPORT

PERCEPTION OF SPECIAL EDUCATIONAL

NEEDS TEACHERS TRAINER FACTORS TOWARDS IN-SERVICE K, S, A TRAINING PROGRAMME METHODS & TECHNIQUES,

EXPERIENCE

TRAINEE FACTORS K, S, A

\ LEARNING STYLE

\ 1 DEMOGRAPHlC FACTORS GENDER . STATUS I

Y EXPERIENCE COURSE ATTENDED CLASS TAUGHT

K,S,A - knowledge , skills and attitude.

1.5 HYPOTHESES. Ten hypotheses have been put forward for testing.

The Null- Hypotheses based on the objectives of the study are:

Ho 1. There is no significant relationship between SEN teacher's perception towards in-service training programmes for special education needs and organizational Culture.

Ho 2. There is no significant relationship between SEN teacher's perception towards in-service training programmes for special education needs and organizational Policy.

Ho 3. There is no significsnt relationship between SEN teacher's perception towards in-service training programmes for special education needs and organizational Budget.

Ho 4. There is no significant relationship between SEN teacher's perception towards in- service training programmes for special education needs and Management support.

Ho 5 . There is no significant relationship between SEN teacher's perception towards in-service training programmes for special education needs and the Knowledge, Skills and Attitude of the trainer.

Ho 6. There is no significant relationship between SEN teacher's perception towards in-service training programmes for special education needs and the training Methods and Techniques used by the trainers.

Ho 7. There is no significant relatioxhip between SEN teacher's perception towards in-service towards programmes for special education needs and trainer Experience.

5.. Ho 8.

The# is no significant relationship between SEN teacher's perception towards in-service training programmes for special education needs and trainee Knowledge, Skills and Attitudes.

Ho 9. There is no significant relationship between SEN teacher's perception towards in-service training programmes for special education needs and trainee Learning Style.

Ho 10. There is no significant difference between SEN teachers of the varied selected Demographic characteristics such as; gender, status, qualification, experience, course attended and class taught; in terms of their perception towards in-service training.

1.6 SIGNIFICANCE OF THE STUDY.

This research is expected to contribute important findings to the body of knowledge on the training of Special Education Needs teachers in Sarawak. First, the findings of this study will be useful for those involved in the planning, decision making and implementing of training programmes and development for Special Education Needs teachers. It can form a useful input and guideline for future teacher in-service training programmes.

Second, the findings of the research will report the actual perception and feelings of special educational needs teachers towards in-service training Programmes. This study shall highlight some of the strengths and weaknesses of the in-service training programme. The results of the study will form the basis for the suggestions and recommendations for trainers to improve the training and increase its effectiveness, in terms of its contents, administration and methods and techniques.

Third, this study shall form a valuable literature for other researchers who are interested in the training and development of Special Education Needs teacher, and the education and training of handicap children. This study is the first of its kind that sought the perception of all special educational needs teachers in Sarawak concerning in-service training, based on the four aspects: organizational factors, trainer factors, trainee factors and demographic factors. Thus, the results of the study will be representative of the general opinion of all special education needs teachers in Sarawak. The findings will be useful as reference and the basis for planning and development of future in-service training for the trainers and the organization.

Fourth, t .k , study provides a wide range of discussion on specific topics such as the organizational culture, policy, budget and management support; tr ' er factors such as knowledge, skills and attitudes, experience, methods and tec T niques of training; and trainee factors such as knowledge, skills and attitudes, and learning style. Each of these factors has some influence on the success or failure of an in-service training programme, and so they are useful information for the trainers, researchers and the organization as a whole.

Finally, the study examines the actual perception of teachers on the overall success of in-service training programmes using the open-ended questions. The aim is to enable the researcher to collect information on the actual feelings and perception of the respondents, which were not possible through the four-point Likert scale. The comments and suggestions given by the teachers in the open- ended questions are very useful information because it represents their true feelings and aspirations.

1.7 OPERATIONAL DEFINITION O F TERMS.

The terms used in this research is operationally defined to reflect its true meaning and place as used in the context of this study. The following terms are used in this investigation on the perception of SEN teachers towards in-service training.

Special Educational Needs (S.E.N) This refers to children whc have at least one handicap as a result of an

Impairment- vision impairment, hearing impairment or minor brain damage, as also defined by Ashrnan and Elkins (1995).These children either have vision problems, hearing problems or learning disabilities were placed in the special schools in Sarawak.

Learning Difficulties. Casey (1994), describes learning difficulties as children who underachieve in

all or some of the basic skill areas such as reading, writing and mathematics. Their relative failures are seen to be frequently associated with psycho-social problems such as low self- esteem and behaviour problems. Children with learning difficulties in this context are taught basic lessons in reading, writing and mathematics, and living and self-help skills in special schools in Sarawak and in Malaysia as a whole.

Impairment. The term impairment refers to children who have lost their bodily functions

or processes that are not working correctly. For example, loss of sight due to vision impairment or loss of hearing due to impairment to the hearing functions or learning disability due to physical deformities, brain damage or illness. The World Health Organization in Ashrnan & Elkins (1994), defines impairment as the loss or aWrQpnality of the psychological, physiological or anatomical structure or functions generally at the organ level. Impairment to their bodily fun*ns have caused these children to be handicapped thus, lag behind in their lessons.

In-service Training. In-service training refers to the short courses of generally between one to two

weeks, and three or fourteen weeks given to special educational needs teachers to develop their professional knowledge and skills in special education needs. This training is usually given to full time special educational needs teachers in both the primary and secondary schools. Among the aims of in-service training programmes is to equip special needs teachers with the latest developments and techniques used in Special Education. The budget for in-service courses is usually given by the Ministry of Education who authorizes the state education department to organize these courses for teachers.

Special Education Needs Department. The Special Education Needs Department (Jabatan Pendidikan Khas) in the

Ministry of Education, deals with all matters pertaining to the education, training and development, and welfare of children with special education needs. The department also set aside a yearly budget for the training and development of special education needs teachers, 2nd for upgrading of physical facilities in schools.

Special Education Needs Unit. The State Education Department- Unit Pendidikan Khas, administers, supervises

and provides in-service training for special education teachers. The unit sometimes organizes workshops discussions, and seminars for teachers.

Trainees. These are special educational needs teachers who attended in-service training

usually for a duration of one to two weeks, three or fourteen weeks per training. They are often taken in groups of between 30 to 50 participants at any one time in one course center. Teachers are grouped together regardless of the types of student handicap they are dealing with in the special school. Teachers who have successfully completed these courses are expected to implement and practice the newly acquired knowledge and skills in their respective schools.

Organization. The term organization used in this context refers to the Ministry of Education,

and the State Education Department. They allocate the budget for the training of special education teachers, and they plan and implement training programmes. The organization establishes guidelines and policies, and implement them in the various department and in schools. The department supervises the teaching and learning processes in schools.

Trainers. Trainerwferred to in this study are the department officers, supervisors, key

personnel anir teachers who assist as facilitators during the training. They are those o have been identified as knowledgeable, skilled and assertive in their own

ecial areas in special educational needs. Trainers and facilitators are often 3 selected from among teachers and officers in the management group: graduate teachers, principals and assistant principals and trained key-personnel.

Organizational Culture. This refers to the culture, norms and practices of officers teachers and staff of

the Education department. It is their belief system of groups of people in the organization. It refers to their work habits and attitudes- promptness, punctuality, honesty, care, tactfulness, earnestness and sincerity. All of these above reflect the overall work climate and environment, and success of the organization.

Management support. This refers to the attention, supervision and support given by the organization

towards its staff and teachers especially during planning, the actual in-service training and end-of-the course supervision. Support may be in the form of monetary allocation for the training, supervision and monitoring, and moral support during and after the training.

Learning style. Learning style refers to the way teachersttrainees learn during the training. It

means the special skills the individual teacherttrainee has that enabled him or her to learn faster and more effectively than others would. These special learning styles were either naturally acquired or learned through training. Individual learning style is an essential prerequisite for training.

1.8 LIMITATIONS OF THE STUDY. The researcher has deliberately confined this study to the state of Sarawak

because of the constraints of time and cost. Other teachers besides special educational needs teachers in special schools are also excluded from the study. Respondents or subjects chosen for this study are limited to special schools in Sarawak only. The target population of teachers are those who are now teaching in the special schools for vision impaired, hearing impaired, and learning difficulties. The population includes all 121 special educatioii needs teachers in both the primary and secondary schools in Sarawak. Other special educaticjnal needs teachers in Peninsular Malaysia and Sabah are not included in this study.

Questionnaires are sent either by hand or through the mail to all SEN Teachers in all the special schools in Sarawak. Teachers of special schools in other divisions and districts outside Kuching receive their survey questionnaire through their respective school principals or assistant principals or the special education unit coordinators. The vast distance and often poor communication between Department and schools has been noted as one of the potential limitations to this survey. Some drop-outs or non-returne9 questionnaire, poorly completed forms, and late entries are expected, but it is haped that the number will be insignificant to affect the overall results of this study. The results of this research is greatly dependent on the individual r4ondent 's ability to understand the instrument, their sincerity, willingness and honesty in answering the survey questionnaire, and returning the completed instrument to their respective heads on time. The researcher does not have control over the number of respondents who would return the questionnaires

duly completed. Only teachers in special educational needs schools who are Malaysian citizens and are residing and serving in Sarawak are selected as respondents for this study.

This study is limited to looking at the relationship between the perception of SEN teachers towards in-service training programmes for Special Educational Needs, based on the selected Demographic factors- gender, status, qualification, experience, course attended and class taught; selected Organization factors- culture, budget, policy and management support; selected Trainer factors- knowledge, skills and attitudes, experience and methods and techniques; and selected trainee factors- knowledge, skills and attitudes and learning style. The above are the limitations and scope of this research. The research does not attempt to examine any other variables other than the ones stated above. The researcher has also decided not to examine other aspects of in-service training such as evaluation of a particular training progranlme, evaluation of the contents of a particular course module, and or the administration and management of a series of courses for a particular learning or job skill. This study is limited to the perception of SEN teachers towards in-service training for special educational needs that they have attended, and based on the conceptual model as shown in Table 1.1.