Challenges of Inclusive Mathematics Teaching in Primary Schools: Perspectives of Inclusive Education Experts

Inclusive education is crucial in today's global education system, focusing on equal learning opportunities for all students. However, efforts to integrate students with special needs into the mainstream, particularly in mathematics, still face various challenges requiring holistic solutions. The research identifies the main challenges in implementing inclusive mathematics teaching from the perspective of experts’ insights from Malaysia which demonstrating global development from inclusive integration to true inclusion. These challenges reflect broader international concerns in inclusive education implementation, providing global insights relevant to similar educational contexts. This study employs a case study design with a qualitative approach involving semi-structured interviews. The participants were identified through purposive sampling depending on their expertise and experience in inclusive education. The study participants comprised of six experts, four PhD-qualified lecturers, and two are senior Department of Education officers with over 15 years of experience in inclusive education. Data was analyzed using Atlas.ti software through collaborative coding and theme development processes. The findings reveal five main challenges in implementing inclusive mathematics teaching: (1) pedagogical constraints including overemphasis on mathematical procedures rather than conceptual understanding and time constraints and workload; (2) curriculum issues including Standard Curriculum and Assessment Document (DSKP) difficulty level and modular curriculum alignment; (3) teacher attitude issues characterized by lack of commitment and inadequate collaboration between mainstream and resource teachers; (4) policy implementation challenges particularly with the 'Zero Reject Policy' and parental mentorship programs; and (5) social and behavioral issues including social isolation and discrimination of special needs students, and difficulties in behavior management. This study contributes to a deeper understanding of implementing inclusive mathematics teaching. It suggests a holistic approach involving the cooperation of all stakeholders to enhance the effectiveness of inclusive education programs.