TASK 1: ACADEMIC WRITING

1.0 Introduction

According to UNESCO (1994), inclusive education is defined as enabling schools in

serving all children which by welcoming all learners regardless of their difficulties,
characteristic and disadvantages. In line with the global trend toward inclusive
education, Malaysia officially began its efforts to include students with special needs
in mainstream education through its involvement in workshops and activities initiated
by the United Nations (UN) and United Nations Educational Scientific and Cultural
Organisation (UNESCO).

Special Education in Sekolah Kebangsaan Changkat Larut has been opened

officially on 1997, where there were six special education pupils and two teachers were
placed in a one level-building that had four classrooms. The building was placed in the
middle of the school area which was between the office and the school science
laboratory. In the early 2007, three students’ management assistant started their
service in the special education class SK Changkat Larut and the number of pupils
who entered the special education class increased to 33 pupils in 2019.

Types of Pupils Number of Pupils

Slow learner 16
Down Syndrom 6
Autisme 1
Dyslexia 1
Hyperactive 1
Celebral palsy 2
Mental retardation 5
Total 33

Table 1: Category of Pupils

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 Image 1: SK Changkat Larut compound

This Inclusive Education Programme handled in the school has involved many
parties in order for the programme to become successful and able to cater to the needs
of the inclusive education pupils. The school has taken into account the factors and
important aspects needed for the pupils to learn and receive education in a conducive
and meaningful ways.

2.0 Factors Contributing to The Success Of Inclusive Education

2.1 Infrastructure

One of the crucial factors which gives contribution to the programme is the
infrastructure and facilities in the school, specifically for the inclusive education.
In SK Changkut Larut, the school has many facilities and special infrastructure
provided by the government to support the learning and the ability of the pupils.
The government needs to provide the various schools with the resources and
materials to help with the practice and implementation of this program. Proper
facilities and infrastructures need to be provided in the schools to encourage
and motivate teachers to teach disabled children (Kuyini, 2011).

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 Image 2: Ramp to help the pupils with walking disabilities

Image 3: Special toilet for inclusive children

The facilities and infrastructures in the school are aligned to the needs
of the pupils. There are ramps provided in the school to help the pupils with
physical disabilities and those who use wheelchair and crutches to move and
walk in the school compound. This infrastructure may look simple, but it is
crucial for the pupils to move, as it affect their contribution and participation in
learning.

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2.2 Facilities and Teaching Aids
For the teaching aids, the school use the play therapy set, kindergarten set and
Montessori set. These learning sets provided for the children are to aid them
with appropriate materials for their understanding in a particular topic or
subject.

Image 4: Montessori sets provided

The children can enjoy the learning without having to feel left out or isolated
from the normal pupils as they can participate in the activity with the help of the
learning aids. The school prepares many materials and learning kit to aid the
pupils with learning. According to Lipsky & Gartner (1997), special and fun
learning aid for special education pupils will not just help them in learning, but
also give motivation and boost their confidence to contribute and participate in
the class. In addition, the school prepares many materials and learning kit to
aid the pupils with learning.

Image 5: Hand puppet

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 There are also some concept development activities for children with mental
retardation such as toys, games and building blocks for their learning. Slee
(2011), said that several things to consider related to facilities and
infrastructures in inclusive school are the infrastructure provided is enough
including the special teaching aids which help them in their learning. They also
added that suitable teaching and learning aids contribute to the success

2.3 Society

Involving parents and the community is an important principle of quality, both

in and out of the classroom to ensure the success of the inclusive education
(Abosi, 2007). It is even more relevant in the case of inclusive education, which
is much broader than formal education and should not only take place within
the four walls of a classroom, but also outside the classroom as these special
children need supports by every party. The parents, teachers and the school
administrators of SK Changkat Larut are really supportive in providing the best
learning experience for the inclusive education children.

Image 6: Raya feast

The parents’ involvement and engagement for the programmes conducted are
really positive which make it easier for the school to handle the activities
planned. The teachers of the school also have positive perceptions towards the

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children. They give full moral supports and always concern with the children’s
needs. The teachers are also well prepared with knowledge and skills in
designing suitable and interesting based on the pupils’ strengths and needs.
According to Hoppey & McLeskey (2013), if teachers are to develop a positive
attitude towards inclusive education, they must first be educated, trained and
supported.

Image 7: School Open Day

Image 8: Cooking activity with the teachers

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 Cultural factors and traditions strongly influence the relationship
between schools and the community. In many places throughout the globe,
schools are the centre of community life and are used to encourage and
achieve social participation. Such cultural environments will ease the process:
parents, schools and community leaders know how to work together and find
creative solutions for improving learning (Foreman, 2011)

3.0 Conclusion

Inclusive education is about looking at the ways our schools, classrooms, programs
and lessons are designed so that all children can participate and learn. Inclusion is
also about finding different ways of teaching so that classrooms actively involve all
children. It also means finding ways to develop friendships, relationships and mutual
respect between all children, and between children and teachers in the school. In order
to achieve all of these, it is important to take into considerations the crucial factors
which can contribute to the success of an inclusive education in a particular school.
Involvement and contribution from all of the parties and stakeholders are important so
that a quality learning can be implemented in the inclusive education.

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REFERENCES

Abosi, C. O. (2007). Educating children with learning disabilities in Africa. Learning Disability
Research & Practice, 22, 167-172.

Foreman, P. (2011). Inclusion in action (3rd ed.). South Melbourne, Victoria: Cengage
Learning.

Hoppey, D., & McLeskey, J. (2013). A case study of principal leadership in an effective
inclusive school.Journal of Special Education, 46 (4), 245-256.

Kuyini, A. A. B., & Mangope, B. (2011). Student teachers’ attitudes and concerns about
inclusive education in Ghana and Botswana. International Journal of Whole
Schooling, 7(1), 1-18.

Lipsky, D. K., & Gartner, A. (1997). Inclusion and school reform transforming America’s
classrooms. Baltimore, MD: Paul H. Brooks.

Slee, R. (2011). The irregular school: Exclusion, schooling, and inclusive education.
Abbingdon, UK: Routledge.

UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs
Education Paris: UNESCO