Current trend of inclusive education for children with autism spectrum disorder in Malaysia: speech-language therapists’ perception

Abstract

Inclusive education (IE) is considered the most suitable educational approach for children with Autism Spectrum Disorder (ASD). However, in Malaysia, healthcare professionals have minimal involvement in the educational setting, resulting in limited cooperation among schools, parents, and speech-language therapists (SLTs). Therefore, this study aimed to investigate the perception of SLTs on IE in children with ASD in terms of knowledge, attitude and challenges, as well as how these perceptions relate to the support given to these children. A mixed-methodology sequential quantitativequalitative research design was used in this study. Phase 1 involved a 45-item questionnaire being distributed to 78 certified Malaysian SLTs. Four semi-structured focus group discussion interviews were conducted with 17 participants for Phase 2. Descriptive analysis and Spearman’s rho correlations indicated that knowledge of IE in children with ASD positively correlated with attitude and current practice in supporting IE. Participants aged 40–49 years old, of Malay race, and who worked in the Ministry of Education showed higher knowledge. Participants aged 20–29 years and those who worked in the Ministry of Health were less likely to support IE. Using thematic analysis, four themes were identified during Phase 2: (a) Role of SLTs in IE, (B) Challenges of SLTs in IE, (C) Perspectives of SLTs on teachers’ role in IE, (D) Issues faced in caring students with ASD by SLTs. Results emphasized the importance of supporting parents and teachers in implementing evidence-based practices, exploring teachers' attitudes and barriers towards IE, and increasing public awareness. The findings indicate that SLTs in Malaysia primarily focus on supporting children and parents in implementing IE due to work settings, the distinct role of school-based and non-school-based SLTs, and the lack of communication among SLTs who were from different work settings. SLTs should redirect their focus towards supporting schools and communities. There is a need to increase community and government awareness to provide a positive learning environment for children with ASD. This study urges more collaboration can be established with parties from non-government sectors to ensure holistic support for children with ASD in inclusive education