This study examines the knowledge, readiness and teaching techniques in Inclusion Program among mainstream teachers who teach special education students. The aspects of knowledge, readiness and teaching techniques are measured based on the teacher’s experience and it was given a good effects to inclusion practices in Malaysia. This quantitative study was conducted on 276 samples. A set of questionnaires was used as the instrument in this study. The results of the analysis showed a greater acceptance in descriptive and differential variance in which null hypotheses formulated were accepted with p-value > alpha value of 0.05. Therefore, there are no differences between knowledge, readiness and teaching techniques among mainstream teachers based on their experience. The result of this study can provide input to mainstream teachers, besides giving equal opportunities to special education students.

Inclusive, knowledge, readiness, teaching technique