Teachers' challenges in educating special children in special classes of three selected primary schools, Kuala Terengganu, Terengganu, Malaysia

In Malaysia, special classesfor special children have been implemented ever since their first establishment in the 80's. These special classes were introduced in order to overcome the 3M difficulties namely reading, writing and calculating among primary school students, particularly those in the firstgrade. This study was conducted in three selected primary schools in Kuala Terengganu, Terengganu, Malaysia. Qualitative methodology was used and data were obtained through observations and interviews. Respondents consisted of 12 people; special-class teachers, school administrative officers and representative of each officer from the special children unit in the Department of Education, Terengganu. Findings showed that there are students who suffer dyslexia placed in special educational classes. Such a scenario made the teachers involved with these classes to experience challenges. The main challenges that they are facing include no in-depth exposure given to the teachers, emotionally stressed, burden with other workloads, and limited time to teach. Other challenges are limited allocation of funds; teachers show no interest in teaching, inadequate teaching materials, bullies and no recognition given by any party. It is crucial for the authorities to give extra attention not only to the special needs children, but also to the teachers teaching special remedial classes. This is parallel with the national education policy--improving the educational standard for children with special needs. Key words: Teacher's Challenge, Special Education Classes, Special Needs Children, Dyslexic Children.