摘要：AbstractIn announcing UNICEF's Education Programmes in Malaysia, the Ministry of Education Malaysia (KPM) launched the Leaving No Child Behind; Individual Education Plan for Children with Special Needs Project in 2010. Although the policy is in place, its implementation has been slow and problematic. Previous studies have indicated that factors such as teacher attitudes, lack of training and knowledge, lack of parent support and time constraint serve as impediments to the actual implementation of IEP in schools. The purpose of this study is to examine the perceived role of those involved in IEP process and its implementation. Fourteen teachers, a head teacher and three parents were interviewed. Results of the interviews support earlier studies. The teachers indicated that while the IEP is important and useful, they need more guidance on how to develop a good IEP. They also reported that they lack support from school management and parents; and that preparing an IEP involves a lot of paper work and is time consuming. The study implies that it is essential that teachers are provided training and support to facilitate the acquisition of skills in order to provide services for children with different types of disabilities or special needs.
关键词：Individual Education Plan (IEP);Special Education Needs
