The Rural Teacher’s Ability, Knowledge and Skill in Early Identification of Children with Special Needs

Abstract

Early intervention will help special educational needs (SEN) children to get early enforcement in learning. Therefore, this study aims is to identify teacher’s ability, knowledge and skill in identifying children with special needs. The method used in this study is mix method. The data is analysed in qualitative and quantitative. The sample in qualitative method involved 16 respondents while 219 respondents in quantitative method. The research findings was 50.2 % respondents achieve mastery level while 49.8 % was below mastery level. The research also found that respondent able to identify children with SEN based on their appearance and behavior. Therefore, the qualitative found that majority of respondents able to identify children with disabilities through children’s behavior and characteristic while some of respondents identify pupils based on academic performance including children’s abilities to read and write.