Professional Documents
Culture Documents
EDUCATION
1
INCLUSIVE 2
EDUCATION
TSLB3132
Topic 1
Introduction to
Inclusive Education
COURSE LEARNING OUTCOMES
CLO1…
Explain the concepts, aims and policy of inclusive
education
Assessment:
Coursework (Academic Writing) & Examination
3
INTRODUCTION TO
INCLUSIVE
EDUCATION
•Basics and history of Inclusive Education
•Aims and objectives of Inclusive Education
•International and National Policy on Inclusive Education
4
What Is Inclusive Education?
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7
Let’s Listen to Ruby’s Story
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Benefits of Inclusion …
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Malaysia Education Blueprint 2013-2015
The Ministry will ensure that students with specific needs, such
as students with special needs, indigenous and other minority
students like Orang Asli and Penan, gifted students and students
in under-enrolled schools have the opportunity to get a high
quality education that is relevant to their needs.
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Malaysia Education Blueprint 2013-2015
• The Ministry sees particular promise in expanding the programme to
include schools that cater to more communities with specific needs such
as indigenous and minority groups, students with special needs, and
rural schools. (pg. E-22)
• The Ministry will provide greater support and programmes for students
with special needs, indigenous and other minority groups, as well as
“gifted” students, to allow them to achieve their fullest potential. (pg.
2-3)
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Basics and History
of Inclusive Education
The History Of Special Education
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Basics and History
of Inclusive Education
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THE RIGHT TO EDUCATION FOR ALL:
ACCESS AND QUALITY
• 1989 UN Convention on the Rights of the Child
• 2000 World Education Forum, Dakar, Senegal, Review of progress on EFA Conference
Millennium Development Goals (Goal 2 UPE)
• 2006 UN Convention on the Rights of people with Disabilities (Article 24: Education)
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THE UN CONVENTION ON THE
RIGHTS OF THE CHILD, 1989
• Article 2 Non-discrimination
Regardless of race, colour, sex, language, religion, political or other opinion,
property, disability, birth
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THE SALAMANCA STATEMENT,
1994
“… schools should accommodate all children regardless of their physical,
intellectual, social, linguistic or other conditions. This should include disabled
and gifted children, street and working children, children from remote or
nomadic populations, children from linguistic, ethnic, or cultural minorities
and children from other disadvantaged or marginalized areas and groups.”
(Salamanca Statement, para 2)
• Inclusive education takes the Education for All (EFA) agenda forward by finding ways of
enabling schools to serve all children in their communities….
• Inclusive education is concerned with all learners, with a focus on those who have
traditionally been excluded from educational opportunities – such as learners with special
needs and disabilities, children from ethnic and linguistic minorities”.
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UN Convention On The Rights Of
People With Disabilities, 2006
• All disabled children and young people “can access an inclusive, quality, free
primary and secondary education on an equal basis with others in the
communities in which they live.”
• “The education of … children, who are blind, deaf and deafblind, is delivered in
the most appropriate languages and modes and means of communication for
the individual, and in environments which maximize academic and social
development.”
THE CONCEPT OF
INCLUSIVE
EDUCATION
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Aims and Objectives of
Inclusive Education
Aims….. are general statements concerning the overall goals, ends or
intentions of teaching.
Objectives…. are the individual stages that learners must achieve on the
way in order to reach these goals
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Aims and Objectives of
Inclusive Education
Aims of Inclusive Education…
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Aims and Objectives of
Inclusive Education
Aims of Inclusive Education…
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Aims and Objectives
of
Inclusive Education
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Aims and Objectives of
Inclusive Education
Aims of Inclusive Education…
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Aims and Objectives of
Inclusive Education
Main Objective of Inclusive Education …
…Increased enrolment, participation,
opportunities and completion of schooling by
SE learners in academic and non academic
programs to join with normal children in the
mainstream
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Objectives of Inclusive Education
I
• To raise awareness among society not to deny the potential of children with special needs and
believe they could minimize their disabilities when given the equal opportunities
• To ensure the children with special needs receive the rights to learn without any obstacles
• To build their confidence to achieve the optimum potential
• To ensure that they could adapt themselves with other children in the mainstream in order to
improve their living skill
• To improve the awareness and create a welcoming community in the school as well as outside
school regarding the different disabilities
International and National Policy
on Inclusive Education
Policy….
… is a deliberate system of principles to guide decisions and achieve rational
outcomes. A policy is a statement of intent, and is implemented as a procedure or
protocol. Policies are generally adopted by a governance body within an organization.
…is a set of ideas or a plan of what to do in particular situations that has
been agreed to officially by a group of people, a business organization, a government,
or a political party
…is a guideline, protocol, etc
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International Policy
on Inclusive Education
UNESCO (United Nations Educational, Scientific and Cultural Organisation) policy
guidelines on inclusion in education
The objectives of the guidelines are to assist countries in strengthening the focus on
inclusion in their strategies and plans for education, to introduce the broadened
concept of inclusive education and to highlight the areas that need particular attention
to promote inclusive education and strengthen policy development.
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International Policy
on Inclusive Education
The UNESCO Convention against Discrimination in Education (1960) and
other international human rights treaties prohibit any exclusion from, or
limitation to, educational opportunities on the basis of socially-ascribed or
perceived differences, such as by sex, ethnic/social origin, language, religion,
nationality, economic condition, ability.
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National Policy
on Inclusive Education
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National Policy
on Inclusive Education
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National Policy
on Inclusive Education
• is reflected in Chapter 4 (Pages 15 -20) in the Malaysia Education Blueprint (2013-2025),
which states that the MOE is committed to moving more students with special needs towards
the Inclusive Education Programme (IEP) as well as raising the overall quality of provision.
• A series of initiatives under Wave 1 (2013-2015) which focus on strengthening the
foundation are being implemented while Wave 2 (2016-2020) will scale up the initiatives
with Wave 3 (2021-2025) assessing and consolidating the initiatives for further
improvement.
• a guidebook prepared by the Special Education Division of MOE is provided to direct the
implementation of the Inclusive Education Programme (IEP). "Disabled-friendly facilities
are being provided too in the respective schools to cater for the needs of these children."
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INTRODUCTION TO
INCLUSIVE
EDUCATION
•Basics and history of Inclusive Education
•Aims and objectives of Inclusive Education
•International and National Policy on Inclusive Education
•Special Education Program by Ministry of Education
Malaysia
-Special School
-Integrated Program
-Inclusive Education Programme
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INTRODUCTION TO
INCLUSIVE
EDUCATION (Lecture 2)
35
36
Integrated Special
Special Education Inclusive
Education
Schools Programme
Programme
❑ Visual ❑ Visual
❑ Visual impairment impairment
impairment ❑ Hearing ❑ Hearing
❑ Hearing impairment impairment
impairment ❑ Learning ❑ Learning
Disability Disability
Early Identification & Intervention
Early Identification
• Literacy and Numeracy Screening (LINUS)
• Checklist (Screening instrument)
• Identify children for special needs to be referred for diagnosis
by registered doctors.
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,
SPECIAL EDUCATION PROGRAM
Special School
- 28 primary and 5 secondary schools
- Pre school age 6-14
- Primary school 6-14
- Secondary school 13- 19
- ‘Teknik and Vokasional’ SRP level
Primary schools offer academic, hostel and food (6 + 2
years)
Secondary schools offer academic and vocational (5 + 2
years)
(Educable and diagnosed by qualified doctors)
SPECIAL EDUCATION SERVICE CENTRE
Refer to page 25
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•PRINCIPLES OF INCLUSIVE
•EDUCATION
• INCREASED PARTICIPATION OF LEARNERS
• REDUCING EXCLUSION
• FLEXIBLE CURRICULUM