Challenges and Competencies of Special Education Teachers in the Implementation of Individual Education Plans in Integration Special Education Program Schools

HRMARS - The implementation of the Individual Education Plan (IPP) is still a major challenge among special education teachers, especially in terms of planning and implementing interventions that meet the needs of students with special needs (MBPK). This study aims to assess the level of knowledge, skills and attitudes of teachers towards the implementation of the PIP as well as the relationship between the three aspects in Special Integration Education Program (PPKI) schools. This survey research is based on the Spencer Competency Model (1993) and the Iceberg Model involving 86 special education teachers in the Kuala Krai district, Kelantan. The data collected through a questionnaire was analyzed using SPSS 29.0 software using descriptive and inferential statistics. The results showed that the level of knowledge (mean = 3.75), skills (mean = 3.87) and attitudes (mean = 4.02) were at a high level. Spearman rho analysis confirmed a significant positive relationship between knowledge, skills and teachers' attitudes. Overall, teachers with high knowledge and skills are more likely to show positive attitudes towards the implementation of RPI. Therefore, continuous professional training needs to be strengthened to improve the effectiveness of RPI implementation and the holistic development of MBPK.