From Policy to Practice: Challenges in Implementing Inclusive Education in Malaysia

Abstract

Inclusive education has been a central agenda in Malaysia’s educational reform, supported by policies such as the Education (Special Education) Regulations, the Malaysia Education Blueprint 2013–2025, and subsequent national initiatives promoting equitable access for learners with diverse needs. Despite these policy commitments, translating inclusive principles into effective classroom practice remains challenging. This paper examines the persistent gaps between policy intentions and actual implementation across Malaysian schools. Drawing on recent studies, field observations, and stakeholder perspectives from teachers, parents, and school administrators, the findings highlight several key issues: limited teacher preparedness and professional development, insufficient specialist support services, resource constraints, varying school cultures, and inconsistencies in policy interpretation at the school level. Additionally, systemic challenges such as workload, large class sizes, and lack of interagency collaboration further hinder meaningful inclusion. The paper argues that bridging the policy-practice divide requires a coherent implementation framework, continuous capacity building, and stronger support structures that empower teachers and schools. Recommendations are offered to strengthen inclusive practices and ensure that Malaysia’s commitment to inclusive education can be realized in everyday classroom environments.