Teachers' perspectives on inclusive education for students with multiple disabilities in Malaysia: A phenomenological study based on the IPAA framework

Inclusive education aims to meet the diverse needs of all learners through equitable access, responsive pedagogies, and supportive learning environments. On the other hand, including students with multiple disabilities presents unique challenges for teachers. The present study will investigate in-service educators’ experiences, challenges, and expectations while implementing inclusive education with students with multiple disabilities. A qualitative phenomenological design was employed and employed a purposive sampling approach. The data was collected from ten preschool, primary, and secondary in-service teachers through an online open-ended survey. Thematic analysis, based on Braun and Clarke’s (2006) six-phase process and the Inclusive Pedagogical Approach in Action (IPAA), indicated three broad themes: (1) educators’ positive attitudes toward inclusion and inclusivity, (2) readiness and confidence are dependent on professional capacity, and (3) sustainable inclusion and inclusive practices require collaboration and policy change. The study emphasizes teachers' knowledge and skills in structured models of co-teaching for inclusion to provide ongoing professional learning and a whole school culture of inclusion. Additionally, this study adds to the limited literature on inclusive education in Southeast Asia and provides recommendations for educators and policymakers to improve inclusive practices in Malaysia.