Student Density in Integrated Special Education Programme Classes and Its Implications for Teachers' Teaching and Learning

Abstract

Student density in Integrated Special Education Program (PPKI) classes is a problem that has a potential to influence the effectiveness of teaching and learning among students with special needs. The purpose of this research is to describe and examine student density in PPKI classes, including its impact on the effectiveness of teachers' teaching and learning among students with special needs in educational institutions in the Padawan district of Sarawak. A qualitative research methodology using a descriptive study design will be used in this research. A total of 12 special education teachers, including those who teach students in PPKI classes, were chosen to participate in this research as respondents using a purposive sampling technique. Data were obtained using an open-questionnaire technique. Findings in this research have successfully demonstrated that moderate to high student density in PPKI classes contributes significantly to problems in class management and teaching implementation among students with special needs. Furthermore, this research discovered that the implementation of individual education programs among students with specials needs and learning involvement is less emphasized when students with special needs are increased in numbers. Based on these observations, this research discovered that student density in PPKI classes also affects learning among students with special needs in involvement opportunities. Overall, this research highlights the significance of considering student density in an effort to improve student learning in PPKI programs among students with special needs in educational institutions.