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
Programme
6 National Key
Result Areas
CURRENT EDUCATION INITIATIVES
RMKe – 10
(Chapter 5)
Transformation of Technical
and Vocational Education
Enhance Teacher Quality
MBMMBI
National Key Result Area
National Key Economic Area
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
EPP 2
EPP 3
EPP 4
EPP 13
Scale-up quality early child care and education (ECCE) centres
Develop ECCE training centres
Scale-up international schools
Enhance and grow private teacher training
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 to ensure access,
participation and achievement for every student
is taken as given.
(Department of Education, Tasmania, 2006)
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
Inclusive education in Malaysia is illustrated by the
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.
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
‘Educable’
Able to manage
himself
without help
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
prevention of further occurrence of disabilities,
immunization, nutrition, environmental protection and
preservation and genetic counselling; and …
b
early detection of disabilities and timely intervention to
arrest disabilities and treatment for rehabilitation.
Convention on the
Rights of the Child,
UNESCO
(12th December 1989)
Convention on the Rights
of Persons with Disabilities
2006
Biwako Millennium
Framework for Action 2002:
Towards an Inclusive,
Barrier Free & Right-based
Society for Persons with
Disabilities
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
INTERNATIONAL
LEGISLATION
Salamanca Statement 1994:
School should accommodate all
children regardless of their
physical, intellectual, social,
emotional, linguistic or other
conditions
Dakar Framework for Action
(2000) Article 7(i): Expanding
and improving
comprehensive early
childhood care and education
for the most vulnerable and
disadvantaged children
19
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
2006
2007
2008
2009
2010
2011
TOTAL
25,106
28,591
29,935
38,453
43,162
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
INCLUSIVE
SCHOOL
CULTURE
REDUCING
EXCLUSION
PRINCIPLES
OF
INCLUSIVE
EDUCATION
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
Adequate
support
services
Quality,
professionalism
&
collaborative work
culture
Mind-set change
&
self-advocacy
Inclusive
Education
For
PWDs
PWDs friendly
facilities & suitable
AAC technologies
Bahagian Pendidikan Khas. Kementerian Pelajaran Malaysia
Policy changes
Early
identification
& timely
intervention