EXPLORING THE CHALLENGES OF SPECIAL REMEDIAL TEACHERS IN IMPLEMENTING MATHEMATICS TEACHING STRATEGIES

Abstract

The Special Remedial Programme in Malaysia was introduced in the 1960s by the Ministry of Education Malaysia to assist primary school students who face difficulties in mastering basic literacy and numeracy skills (3M). This initiative continues to be strengthened through Programme such as LINUS and Primary Literacy and Numeracy (PLaN). However, various challenges are faced by teachers in implementing Mathematics instruction, especially for students with special needs. This study aims to explore the challenges faced by special education teachers in teaching Mathematics and their strategies for overcoming them. It uses a phenomenological design with five special education teachers from Sepang as the sample, selected using purposive sampling techniques. Data were collected through semi-structured interviews and analysed using a thematic analysis approach. Research findings indicate that teachers face challenges such as the diversity of students' ability levels, lack of resources and teaching aids, time constraints for concept repetition, and low student motivation. Teachers overcome these challenges with creativity in teaching, including the use of contextual learning and interactive activities. The implications of the study suggest the need for enhanced professional training, the provision of relevant teaching resources, and the integration of technology to improve the effectiveness of Mathematics teaching. This study highlights the importance of holistic support for Special Education teachers and provides guidelines to improve pedagogical practices, thereby increasing students' chances of mastering Mathematics.