Transcript Education
Inclusive Education In Malaysia
Country Report, 2011
To reinforce the direction and goals of national education It emphasises holistic and integrated education to nurture well-balanced students
VISION:
Excellent Schools, A Glorious Nation
MISSION:
Developing Individual Potential Through Quality Education
Developed high-income economy
CHAPTER 1: 1Malaysia: Charting development towards a high-income nation CHAPTER 2: Building on the nation’s strengths CHAPTER 3 Creating the environment for unleashing economic growth and National Key Economic Areas (NKEAs) CHAPTER 4 Moving towards inclusive Socioeconomic Development
CHAPTER 5: Developing and retaining a first-world talent base
CHAPTER 6: Building an environment that enhances quality of life CHAPTER 7: Transforming Government to transform Malaysia New Economic Model 8 Strategic Reform Initiatives Government Transformation Programm e 6 National Key Result Areas
Transformation of Technical and Vocational Education
CURRENT EDUCATION INITIATIVES
RMKe – 10
(Chapter 5) Enhance Teacher Quality National Key Result Area National Key Economic Area
MBMMBI
Upholding Bahasa Melayu and Strengthening English Proficiency (Memartabatkan Bahasa Melayu dan Memperkukuhkan Bahasa Inggeris)
Improving Students Outcomes
6 Entry Point Projects (EPP) under MOE
EDUCATION NKEA EPP 1 Scale-up quality early child care and education (ECCE) centres EPP 2 Develop ECCE training centres EPP 3 Scale-up international schools EPP 4 Enhance and grow private teacher training EPP 13 Introduce public private partnerships (PPP) in basic education COMMUNICATIONS CONTENT AND INFRASTRUCTURE NKEA EPP 6 e-learning
Inclusive Education
Welcome all learners regardless of their characteristics or disadvantages and addressing the diverse needs of all learners by reducing barriers within the learning environment.
Bahagian Pendidikan Khas, Kementerian Pelajaran Malaysia 9
Adopting more holistic definition of inclusive education
Inclusive education means that all students in a school, regardless of their differences, are part of the school community and can feel that they belong.
The mandate is taken as given.
to ensure (Department of Education, Tasmania, 2006) access, participation and achievement for every student Building… a school community where students are not only valued and respected but also involves social connectedness and creates a feeling of belonging among the students (DISABLED + NON DISABLED).
Inclusive Education in Malaysia
opportunity to gain access (without gender bias) to quality education for all, including ‘At Risk’ children/adults, namely: Children with special education needs; Indigenous children (Orang Asli & Penans); Children in hospitals (Schools in Hospital); Young convicts and juveniles (IS & HGS); Undocumented or stateless children; and
Indigenous adults (Adult education classes)
Bahagian Pendidikan Khas, Kementerian Pelajaran Malaysia 11
Malaysia Embraces Inclusive Education
2003: Compulsory primary education 2008: Free education or fully funded schooling (No school fees or examination fees) Support program: Textbooks-on-loan, boarding facilities, scholarships, allowances, food & nutrition and school health.
Curricula for specific groups: Modified/alternative curriculum for children with special needs, special curriculum for indigenous pupils and special learning modules for indigenous adults Remedial and enrichment programmes to reduce gaps in 3Rs Bahagian Pendidikan Khas, Kementerian Pelajaran Malaysia 12
ACT 550 – EDUCATION ACT (1996) Chapter 3 – Compulsory Education Minister to provide primary education 29A. (1) The Minister may, by order published in the Gazette, prescribe primary education to be compulsory education.
ACT 550 – EDUCATION ACT (1996) Chapter 8 – Special Education Minister to provide special education 40. The Minister shall provide special education in special schools established under paragraph 34(1)(b) or in such primary or secondary schools as the Minister deems expedient.
‘Educable’ Able to manage himself without help For government and government-aided schools, pupils with special needs who are educable are eligible to attend the special education programme Special schools (SPK) for pupils with visual impairment or hearing impairment Integrated programme (PPKI) in regular schools for pupils with visual impairment or hearing impairment or learning disabilities Inclusive education programme for pupils with special needs and who are able to attend normal classes together with normal pupils In implementing the special education curriculum, teachers may modify the teaching or learning methods or techniques, the time for and sequence of activities, the subjects and the teaching aids in order to achieve the objectives and aims of Special
education.
ACT 550 – EDUCATION ACT (1996) Chapter 8 – Special Education Power to prescribe the duration of and curriculum on special education 41. (1) Subject to subsections (2) and (3), the Minister may by regulations prescribe— (a) the duration of primary and secondary education suitable to the needs of a pupil in receipt of special education; (b) the curriculum to be used in respect of special education; (c) the categories of pupils requiring special education and the methods appropriate for the education of pupils in each category of special schools; and (d) any other matter which the Minister deems expedient or necessary for the purposes of this Chapter.
(1) Persons with disabilities shall not be excluded from the general education system on the basis of disabilities
…
(2) The Government and private educational providers shall, in order to enable persons and children with disabilities to pursue education, provide reasonable accommodation suitable with the requirements of persons and children with disabilities….
(3) The Government and private educational providers shall take appropriate steps and measures to enable persons and children with disabilities to learn life and social development skills ……
(Article 36)
Prevention of further occurrence of disabilities
36. (1) The Government and the private healthcare service provider shall make available essential health services to persons with disabilities which shall include the following: a Prevention of further occurrence of disabilities Article 36 b prevention of further occurrence of disabilities, immunization, nutrition, environmental protection and preservation and genetic counselling; and … early detection of disabilities and timely intervention to arrest disabilities and treatment for rehabilitation.
Convention on the Rights of the Child, (12 th UNESCO December 1989) Jomtein World Conference on Education for All, UNESCO (1990)
Article 1: Meeting Basic Learning Needs Every person – child, youth and adult – shall be able to benefit from educational opportunities designed to meet their basic learning needs
Convention on the Rights of Persons with Disabilities 2006 INTERNATIONAL LEGISLATION Salamanca Statement 1994: School should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions Biwako Millennium Framework for Action 2002: Towards an Inclusive, Barrier Free & Right-based Society for Persons with Disabilities Dakar Framework for Action (2000) Article 7(i): Expanding
and improving comprehensive early childhood care and education for the most vulnerable and disadvantaged children
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Pupils with special needs
Pupils with visual impairment or hearing impairment or learning disability
Visual impairment Hearing impairment
Visual impairment Hearing impairment Learning Disability
Visual impairment Hearing impairment Learning Disability
1.
Children with Pervasive Development Disorders (PDD), Autism, Asperger Syndrome, Rett Syndrome, Childhood Disintegrative Disorder or PDD-NOS.
2.
Children with Specific Developmental Disorders – Speech & Language, Cognitive Skills, Motor Function and mixed specific developmental disorders.
3.
Children with chomosomal disorder : (Angelman/Prader Willi Syndrome, Down Syndrome , Klinefelter Syndrome…) 4. Children with other Developmental Disorders (Apert Syndrome, Goldenhar, Syndrome, Noonan Syndrome…)
5. Children with Specific Learning Difficulties – Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia, etc.
6. Children with Emotional Behavioural Difficulties – ADD, ADHD, CD, ODD, etc.
7. Children with multiple disabilities.
YEAR TOTAL 2006 25,106 2007 28,591 2008 29,935 2009 38,453 2010 43,162 2011 46,005
Early Identification Literacy and Numeracy Screening
(LINUS)
Checklist
(Screening instrument)
Identify children for special needs to be referred for diagnosis by registered doctors. Early and timely Intervention Special Education Trained teachers, teaching styles, classroom environment, curriculum, extracurricular activities and assistive devices.
Special Education Service Centres
Facilities:
Audiology room, Low vision room, Occupational therapy room, Physiotherapy room, Psychology room, Multi-sensory room, Common Rehab Corner and Toy library.
Personnel:
Audiologist, Speech pathologist, Peripatetic, Physiotherapist, Occupational Therapist, Educational and/or Clinical Psychologist.
Services:
Audiology, Individual/Group Speech Therapy, hearing aids and Braille maintenance, low vision and mobility orientation, physiotherapy, Occupational therapy, psychology, itinerant service, ear mould construction/production,
INCREASED PARTICIPATION OF LEARNERS POLICIES & PRACTICES IN PROMOTING INCLUSION PRINCIPLES OF INCLUSIVE EDUCATION INCLUSIVE SCHOOL CULTURE REDUCING EXCLUSION FLEXIBLE CURRICULUM
TOWARDS MORE INCLUSIVE CLASSES FOR CHILDREN WITH DISABILITIES • NORMAL STUDENTS • HIGH FUNCTIONING STUDENTS WITH SPECIAL NEEDS FOLLOW NATIONAL CURRICULUM SUPPORT SERVICES • SPECIAL EDUCATION TEACHERS • OFFICERS FROM SPECIAL EDUCATION SERVICE CENTRES • OFFICERS FROM NGOs • PROFESSIONAL DEVELOPMENT • GUIDANCE/ADVICES • EDUCATING THE MAINSTREAM COMMUNITIES • PROMOTING BETTER UNDERSTANDING MANAGEMENT SUPPORT TEAM
Pilot Project On Inclusive Setting For Autism Children A collaboration with the NGOs : In this project it was with NASOM (National Autistic Society Of Malaysia) The Aims Of The Project: - To study the impact of inclusion on autistic children - To develop a benchmark program that could be emulated by other schools - To formulate guidelines and procedures for inclusion of autism students in the mainstream schools The strategies : * Provide classroom assistance (NASOM provides assistant teachers and help the parents) * Support for social interaction and communication through outdoor activities (e.g. school outing) * Keeping a home-school diaries * Build a crisis management team (MOE and State Education Department) * MOE provides training for mainstream teachers * Educating the school administrators
FUTURE DIRECTION
Smart partnership between agencies & with NGOs Mind-set change & self-advocacy Adequate support services Inclusive Education For PWDs Quality, professionalism & collaborative work culture PWDs friendly facilities & suitable AAC technologies
Bahagian Pendidikan Khas. Kementerian Pelajaran Malaysia
Policy changes Early identification & timely intervention