IDENTIFYING THE CHALLENGES ENCOUNTERED BY TEACHERS IN DEALING WITH INDIGENOUS STUDENTS

Abstract

LINUS is an abbreviation of Literacy and Numeracy Screening. The program has been implemented by the Ministry of Education (MOE) under the National Key Result Area (NKRA) mandate since 2010 to ensure students master literacy and numeracy. In discovering the implementation of the LINUS Program, this article highlights understanding of the challenges encountered by teachers in dealing with Indigenous students. Using indepth interviews, document analysis and observation approach, this study explores the relationship and interaction between teachers and Indigenous parents in schools under the administration of Hulu Langat District Education Office (PPD). The analysis from this study shows the variety of challenges encountered by teachers in dealing with Indigenous students. Hence this article provides a multi-lensed overview in order to solve the problem ideally through collaboration between teachers and Indigenous parents. Moreover recommendations can be conveyed to the Ministry of Education (MOE) for instance providing experienced teachers especially in schools with Indigenous students, appropriate modules, and financial allocation specifically for the LINUS Program to benefit teachers and Indigenous parents.