Factors influencing parents` decisions in selecting schools for children with special education needs

Abstract

Equal access to education is an essential element in achieving community well-being, as equally important as providing educational facilities that are accessible for children with special education needs. The implementation of the special education integrated programme under the Ministry of Education has now reached more than a decade. The five objectives of this study are; to study the development of schools with special education programmes and its locations, to examine the suitability and accessibility of special schools environment for the special pupils, to identify the school considerations and guidelines in accepting the special pupils enrolment, to analyse the factors influencing the decision of parents in selecting special education and schools for their special children, as well as to assess the issues and problems faced by parents in selecting schools for their special children. This study focuses on the special education integrated programme or the Program Pendidikan Khas Integrasi (PPKI) which is a special education programme that forms part of the mainstream school system. A questionnaire survey was conducted among parents with a child in PPKI, and the 134 survey data gathered were analysed using the Statistical Package for Social Science (SPSS) software. Findings showed that the school facility is the most important factor for parents in selecting the school for their special children while the education cost is the least important factor. Interviews with PPKI teachers were conducted to validate the survey data. As the school facility is the most important factor for parents in selecting a school, selected case studies were conducted to examine the facility provision and condition of the school physical facilities. The assessment of the school facilities carried out revealed that majority of these schools were greatly lacking in the required facilities due to limited available space. Recommendations therefore include a more comprehensive facility planning in both the physical and social aspects of special education by the relevant authorities. Such improvements would facilitate and enhance learning, as well as help develop skills and self esteem, thus creating a more realistic move towards quality education for special education needs.