Topic 2_Implementation of Inclusive Education Program

MTES3132
Inclusive Education

DR. TAN TONG HOCK
Jabatan Pengajian Siswazah
IPG Kampus Pendidikan Teknik

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RMK 1. Introduction to Inclusive Education.
2. Implementation of Inclusive
CCOONURTSEE NOUTTSLINES
Education Programmes.
3. Roles and responsibilities in the

implementation of Inclusive
Education Programmes.
4. Inclusive Pedagogy in the teaching
of Mathematics.
5. Issues and challenges in the
implementation of Inclusive
Education.
6. Critical success factors in Inclusive
Education.

TOPIC 2:
IMPLEMENTATION OF
INCLUSIVE EDUCATION
PROGRAM

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CONTENTS 01 Introduction

02 Inclusive Education
Approaches

03 Selection Process

Students for Inclusive
Education

INTRODUCTION In line with the children’s rights movement, Malaysia has taken its initiative to
advocate special education in the Malaysian Education Act 1996 (1998) for
the children with special educational needs (SENs) who have a learning 01
05
difficulty or disability that hinder them from making use of educational facilities
provided in schools. Besides that, in the Education (Special Education)

Regulations 2013 (Government of Malaysia, 2013), the students with special
educational needs will be provided with Special Education either in special

schools or schools which implement Special Education Integrated Program or
Inclusive Education Program at all school levels.

UNESCO have cultivated awareness of equal 04
education rights among all children 03

globally via several UN policies such as UN Convention 02
on the Rights of the Child (1989), the UN Standard

Rules on the Equalisation of Opportunities for Persons
with Disabilities (1993), the UNESCO Salamanca
Statement (1994) and the UNESCAP
Biwako Millennium Framework (2002).
.

Inclucion defined as students with disabilities are being
included in age appropriate mainstream classrooms
where supports and services are provided to both

students and teachers to enable the disabilities students
to participate fully in academic and extracurricular
activities as their peers in school communities
(Snow, 2013)..

Taylor (2006) described inclusion as
serving students with a full range of

abilities and disabilities in the
mainstream classroom with
appropriate in-class support.
.

IMPLEMENTATION OF INCLUSIVE
EDUCATION
PROGRAMME IN MALAYSIA

Based on latest released “Garis Panduan DD
Program Pendidikan
Inklusif Murid Berkeperluan Khas (Edisi
Percubaan)” (MOE,
2013), there are two types of inclusive education
available in
Malaysia

Full Inclusion

Partial Inclusion

DD

D

Partial Inclusive Education

Students with special education 01 02 The test or examination for the
needs (SEN) attend mainstream particular subject is the same as a
typical student.
classes and follow learning for
specific academic subjects only 04 Students with SEN engage in co-
based on the National Curriculum or academic or co-curricular activities of
modified curriculum. The rest of the the school. Students with SEN receive
time students with SEN follow the assistance from special education
learning in the bilik resos or special teachers as assistant teachers or
without assistance depending on the
education class. ability of the student to follow
academic subjects and talents as well
Students with SEN are registered 03 as the potential to be involved in the
under the IntegrationSpecial academic and co-curriculum.
Education Program.

Full Inclusive Education

Students with SEN are placed in 01 02 Mainstream teachers can get help from
full-time mainstream classes and special education teachers if they find that
study together with typical students students with SEN have learning difficulties
and follow all academic subjects or behavior problems. Students with SEN do
based on the National Curriculum not leave the classroom for help or support
but help or support is given to them in the
or modified curriculum. normal classroom environment.

Students with SEN are registered 04 Students with SEN are given the
as inclusive students in the opportunity to sit for public
mainstream. 03 examinations.

Selection Process Students
for Inclusive Education

Selection Criteria

General • Basic skills: can read, write and count
Criterial • Able to sit for public examinations
• Does not indicate severe behavioral problems
• Can communicate with others.

Guidelines for inclusive education programs for students with
SEN have to fulfill two criterias (Special Education Division,
2013)

2. Age of Students with SEN 1. The level assessment set by the MOE

Students with SEN following IEP on the same cohort or more • Using the instrument: Instrument Placement Students with SEN 4-6
than a year of typical student age. years old (IMPak 4-6 years old)
For example, 11-year-old students with SEN can follow IEP in
mainstream Year 4 or Year 5 classes • Assess the level of competence of the three domains to identify
potential to participate in the IEP

Ø Cognitive Domain included language and communication
Ø Behaviour Domain included socioemotional
Ø Motor Skills Domain which are gross motor skills and fine motor

skills
v IMPak evaluation results will suggest the following:
v i. High-performance students for full inclusion in IEP
v ii. Average functional students for full and partial inclusion in IEP
v iii. Low functional students to be placed in special education schools,

community rehabilitation or non-governmental organization centers
(NGO)

Placement

Three methods for placement students with SEN to IEP:
a) Placement of full-time MBK in mainstream classes without the assistance of
Special Education teacher, curriculum and teaching and learning strategies
will be modified to help MBK follow academic lessons
b) Full-time MBK placement in mainstream classes. MBK will receive
assistance or guidance from Special Education teachers
c) Placement of MBK in mainstream classes for certain subjects only. At other
times, MBK will receive guidance from Special Education teachers or Resos
Teachers in the Resos Room

Preparation before placement of students with SEN

4. Location of IEP class 1. Class Size
Ground floor - facilitates movement especially students with Mainstream class handle IEP : Less than 35 pupils
SEN that using a wheelchair
2. Numbers of students with SEN
5. Aggrement One class: not more than 5 pupils
Written consent from parents or guardians before placement of
students with SEN 3. Achievements of Students with SNE
In a mainstream classes equivalent to their achievements

School Committee Inclusive Education Program
(JPPKS)

Placement of St
udents with SE
N From ISEP to
IEP of the same

school

Placement of Students
With SEN to IEP from t
he School Without ISE

P

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