AbstractThis study examines the level of knowledge of mainstream educators and special needs educators towards supporting inclusive transitions into Malaysian primary schools. The study identifies three stages important towards inclusive transitions, namely Pre-Transition Stage, During Transition Stage, and Post-Transition Stage. The study was conducted on both mainstream and special needs educators in primary schools (n = 608) across West and East Malaysia and a 5-point Likert scale questionnaire was constructed as well as disseminated to the educators. Findings were aggregated, scored, grouped
and analysed in percentages according to low, moderate and high levels of knowledge. The results of the analysis demonstrated that there is a general lack of knowledge in both mainstream and special needs educators, and this is indicatory that both groups of educators are clearly not proficient, skilled or experienced enough to support transitions into mainstream classrooms. In addition, the analysis .....