Bridging Gaps In Early Intervention For Preschool Children With Special Needs In Malaysia

Abstract

As the country moves toward strengthening inclusive education under national agendas such as the RMK12 and Malaysia Education Blueprint, improving the accessibility, efficiency, inclusivity, and collaborative functioning of EI services becomes increasingly important. However, data driven evidence on the extent of these challenges remains limited, particularly for preschool aged children who are at a critical developmental stage.

This study adopts a mixed method approach to comprehensively examine the extent of these challenges and to identify opportunities for strengthening EI delivery in Malaysia.

Quantitatively, a structured survey will be administered to early childhood educators, EI practitioners, and parents of children aged 3–6 years who are receiving or seeking EI support. The questionnaire will measure perceptions of service accessibility, waiting time, inclusivity practices, resource availability, and collaboration among agencies, with descriptive and inferential analyses used to identify patterns and relationships between key EI dimensions and overall service satisfaction.

Qualitatively, semi structured interviews will be conducted with selected educators, practitioners, and parents to gain deeper insights into lived experiences, contextual challenges, and perceived gaps within current EI services. Thematic analysis will be used to complement and explain the quantitative findings, allowing for richer interpretation and triangulation of data.

Expected outcomes include integrated evidence highlighting the severity of existing gaps, supported by statistical trends and narrative perspectives that reveal the factors most strongly influencing EI effectiveness. The combined findings will guide policymakers, educators, and service providers in improving planning, coordination, and resource allocation.

This mixed method research is significant as it provides holistic, data driven recommendations to enhance the quality, equity, and efficiency of Early Intervention services for preschool children with special needs across Malaysia.

The questionnaire will measure perceptions of service accessibility, waiting time, inclusivity practices, resource availability, and collaboration among agencies. Descriptive and inferential statistical analyses will be used to identify patterns, compare demographic differences, and determine the relationships between the four key EI (Accessibility, Efficiency,Inclusivity and Collaboration) dimensions and overall service satisfaction.

Keywords: Early Intervention, Preschool Children, Special Needs, Inclusive Education, Early Childhood Education, Accessibility, Collaboration, Malaysia