An Exploration of the Social Participation of Students with Learning Disabilities in Inclusive Education Programs at Malaysian Secondary Schools

Abstract

Malaysia has a target to include 75% of students with special educational needs (SEN) in mainstream classrooms by 2025. However, little is known about the experiences of students with learning disabilities (LD) in Malaysian mainstream education. Social participation is one key indicator of inclusive education outcomes. Supporting students’ social participation is a core challenge of inclusive education. Research demonstrates that students with SEN in mainstream classes experience less social participation than peers without SEN. Nothing is currently known about the views and experiences of social participation from the perspective of Malaysian students with LD in secondary inclusive classes. This qualitative multiple case study aimed to understand how these adolescents perceive and experience social participation, and what factors influence their views and experiences. The second key purpose was to describe and understand school inclusion practices, their role in ensuring students with LD participate socially, and to examine the support available for social participation. A total of 23 participants took part. Data were obtained through semi-structured interviews and observations concerning four cases that each involved a focal student with LD. In addition to the students with LD, perspectives were sought from parents, classmates, teachers and school principals. Data were analysed qualitatively using thematic analysis. Cross-case analysis identified commonalities and differences across cases. Four key themes of social participation emerged: (1) emotions and mainstream schooling; (2) interactions; (3) acceptance by peers; and (4) relationships. Positive social outcomes occurred when the focal student had a supportive student-seating group. Transition from primary to secondary school was problematic. Academic competitiveness restricted the perceived value of social participation. Regular teachers had limited disability knowledge and low inclusive teaching self-efficacy, partly because they had little training on inclusive education. The study’s findings and recommendations contribute to the ongoing research conversation about how schools, teachers and peers can increase the future presence and social participation of students with LD in mainstream placements.