The Readiness of Mathematics Teachers to Implement Teaching and Learning Strategies for Students with Characteristics of Dysgraphia and Dyscalculia

The implementation of Inclusive Education in Malaysia with the concept of access to education for all encourages the inclusion of students with dysgraphia and dyscalculia in mainstream classes.However, studies show that teachers are less prepared to make Inclusive Education a success among students with special needs.The objective of this study is to identify the level of preparedness of primary school mathematics teachers (mainstream) in teaching and learning for students with dysgraphia and dyscalculia.In addition, this study also aims to determine the difference in the level of readiness of mathematics teachers to implement teaching and learning for students with dysgraphia and dyscalculia based on gender.A quantitative study in the form of a survey was conducted involving 104 mathematics teachers from a district in the state of Johor as a study sample.Instrument used in the study is questionnaire generated by Google Form.Through this study, it can be concluded that mathematics teachers have a high level of readiness.There is no difference for mathematics teachers to implement teaching and learning for students with dysgraphia and dyscalculia based on gender.As a suggestion, a deeper scope on this issue can be studied by diversifying instruments for example through questionnaires.In conclusion, the high level of readiness of mathematics teachers to succeed in teaching and learning among students with dysgraphia and dyscalculia gives confidence to the government and the community so that the objectives of Inclusive Education can be achieved.