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UNIT 1

EDUCATING THE EXCEPTIONAL CHILDREN OR CHILDREN WITH SPECIAL NEEDS

ORGANIZING KNOWLEDGE

This first chapter introduces you to an area of education that has greatly affected the

lives of countless children in positive way. Together we will take a look at the radical change of

thought that has taken place, not only in this country, but also in other parts of the world. This, in

turn, has influenced our understanding of how we identify children who require special needs.

Here you will see the unfolding scenario that greatly affects all of us as we are being introduced

to various groups who are directly or indirectly associated with these children. They include

parents, educators, legislators, and even our leaders. But in the very central spotlight are the

children who are exceptional or who need special services. As you become acquainted with

new terminology, keep your focus on the major trends outlined, especially as these are

interwoven into later chapters, as they highlight issues related to groups of children with specific

needs or exceptionalities.

Focusing Questions

1. How have perspectives on treating individuals with special needs changed over time?

2. What are the major forces that affect individuals with special needs development?

3. How have families been instrumental in obtaining services for individuals with special

needs or exceptional children?

4. What trends show that individuals with special needs or exceptional individuals are

becoming more integrated into society?

Chapter Outline

1. Who are the individuals with special needs or exceptional children?

2. Characteristics of those with special needs or Exceptional Children

3. Identifying students with special needs

4. Methods of educational provisionsProf. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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5. Instructional strategies

6. Changing perspectives on special needs children or exceptional children

7. Environmental influences on special needs children or exceptional individuals

8. Families of special needs children or exceptional children

9. The special needs children and the school

10. The special needs children in the society

11. Issues Related To The Special Needs Children

12. Inclusive Education in Malaysia: Country Report

Special education is the education of students with special needs or exceptional children in a

way that addresses the students' individual differences and needs. Ideally, this process involves

the individually planned and systematically monitored arrangement of teaching procedures,

adapted equipment and materials, accessible settings, and other interventions designed to help

learners with special needs achieve a higher level of personal self-sufficiency and success in

school and community. Some of the common special needs of these children include:

challenges with learning, communication challenges, emotional and behavioral disorders,

physical disabilities, and developmental disorders. Special needs students benefit from

additional educational services such as different approaches to teaching, use of technology, a

specifically adapted teaching area, or resource room.

We define a child with special needs or exceptional child as a child who differs from the average

or normal child in

1) mental characteristics,

2) sensory abilities,

3) communication abilities,

4) behavior and emotional development,

4) children with multiple and severe handicapping conditions, or

5) physical characteristics.

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

1. Who Are the Exceptional Children or Children with Special Need

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These differences must occur to such an extent that in order to develop his or her unique

capabilities, the child requires a modification of school practices, or special educational

services.

Perhaps the definition given is quite general. You might be asking: what is meant by average or

normal? What is special education? How do we decide whether the child requires special

education services or not?

Children are considered educationally exceptional only when it is necessary to alter the

educational program. As an example, a child is considered exceptional if he or she is unable to

read or to master learning in the traditional way; or a child becomes bored by what is being

taught in the classroom because he or she is far ahead of others. The term exceptional child

can mean different things in education, in psychology, or in other disciplines. In education we

usually group children of similar characteristics for instructional purposes. Some typical

groupings are as follow:

1. Intellectual differences: This includes children who have high intellectual abilities as well

as those who are slow to learner

2. Sensory differences: This includes children with auditory or visual impairments or

disabilities

3. Communication differences: This includes children with learning disabilities, or speech

and language disabilities

4. Behavior differences: This includes children who are emotionally disturbed or socially

maladjusted

5. Children with multiple and severe handicapping conditions: This includes children with

combinations of impairments (for example - cerebral palsy and mental retardation;

deafness and blindness)

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

2. CHARACTERISTICS OF SPECIAL NEEDS OR EXCEPTIONAL CHILDREN

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6. Physical differences. This includes children with non-sensory disabilities that impede

mobility and physical vitality

When discussing a child as learner, we need to look at the complete portrait of the child itself,

including the social and family context in which the child lives. These are the complex and

unique forces which influence the child individuality. Once we recognize this, it is easier to

choose the most appropriate instructional strategies and the most suitable learning

environment.

Some children are easily identified as candidates for special needs from their medical history -

diagnosed with a genetic condition that is associated with mental retardation, brain damage,

developmental disorder, visual or hearing disabilities, or other disabilities.

Less obvious identification are students with learning difficulties. Two primary methods have

been used for identifying them:

i. discrepancy model - depends on the teacher noticing that the students' achievements

are noticeably below what is expected, and

ii. response to intervention model - which advocates to earlier intervention.

In the discrepancy model, a student receives special educational services for a specific learning

difficulty (SLD) if the child has at least normal intelligence, and his academic achievement is

below what is expected of with his or her intelligent quotient (IQ)..

The discrepancy model recently has been criticized among researchers because diagnosing

SLDs on the basis of the discrepancy between achievement and IQ does not predict the

effectiveness of treatment. Low academic achievers who also have low IQ appear to benefit

from treatment just as much as low academic achievers who have normal or high intelligence.

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

3. IDENTIFYING STUDENTS WITH SPECIAL NEEDS

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Therefore an alternative approach has been identified. This approach

i. identifies children who are having difficulties in school in their first or second year after

starting school.

ii. provides problematic children with assistance such as participating in a reading

remediation program.

iii. focuses on responses of these children on the intervention provided, then determines

whether they are designated as having a learning disability.

iv. ensures that those few who still have trouble may then receive designation and further

assistance.

Many experts believe that

i. early remediation can greatly reduce the number of children meeting diagnostic criteria

for learning disabilities.

ii. the focus on learning disabilities and the provision of accommodations in school fails to

acknowledge that people have a range of strengths and weaknesses and

iii. most parents and teachers place undue emphasis on academics

In helping these children, their individual needs should be given a priority. Some of the critical

issues need to be taken into considerations are:

i. Services for these children should be customized to address each individual student's

unique needs.

ii. Special educators should provide a continuum of services, in which students with special

needs receive services in varying degrees based on their individual needs

iii. Programs need to be individualized so that they address the unique combination of

needs in a given student

iv. Educational professionals need to use Individualized Education Programs (IEP) when

referring to a student’s need

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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v. They are being assessed for educational purposes i.e. to determine their specific

strengths and weaknesses

vi. All placement, resources, and goals are determined on the basis of the student's needs

vii. Should plan for accommodations and modifications to the regular program which include

changes in curriculum, supplementary aides or equipment, and the provision of

specialized physical adaptations that allow students to participate in the educational

environment to the fullest extent possible

This can be broadly grouped into four categories, (using North American terminology):

i. Inclusion : Students with special educational needs spend all, or at least more than half,

of the school day with students who do not have special educational needs. Since

inclusion can require substantial modification of the general curriculum, most schools

use it only for selected students with mild to moderate special needs. Specialized

services may be provided inside or outside the regular classroom, depending on the type

of service. Students may occasionally leave the regular classroom to attend smaller,

more intensive instructional sessions in a resource room, or to receive other related

services that might require specialized equipment or might be disruptive to the rest of the

class, such as speech and language therapy, occupational therapy, physical therapy, or

might require greater privacy, such as counseling sessions with a social worker.

ii. Mainstreaming : The practice of educating students with special needs in classes with

non-disabled students during specific time periods based on their skills.

iii. Segregation: The practice of educating students in a separate classroom or special

school. Some of the typical features are:

students with special needs spend no time in classes with non-disabled studentsProf. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

4. METHODS OF EDUCATIONAL PROVISION

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students may attend the same school where regular classes are provided, but spend

all instructional time exclusively in a separate classroom for students with special

needs

if their special class is located in an ordinary school, they may be provided

opportunities for social integration outside the classroom, e.g., by eating meals with

non-disabled students

iv. Exclusion: A student who does not receive instruction in any school is thus excluded

from school. Exclusion may be described as

Those children with special needs which have been excluded from school, and

such exclusion may still occur where there is no legal mandate for special

education services, such as in developing and under developed countries

Children who are sick and need to be hospitalized; housebound children, or

those detained by the criminal justice system. These children may receive one-

on-one instruction or group instruction in hospital, at home, or the place where

they are being detained.

However, students who have been suspended or expelled from schools are not considered

excluded in this sense.

Different instructional techniques are used for some students with special educational needs.

Instructional strategies are classified as being either accommodations or modifications.

An accommodation is a reasonable adjustment to teaching practices so that the student learns

the same material, but in a format that is accessible to the student. Accommodations may be

classified by whether they change the presentation, response, setting, or scheduling. For

example, the school may accommodate a student with visual impairments by providing a large

print textbook. This is known as a presentation accommodation.

Examples of accommodations

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

5. INSTRUCTIONAL STRATEGIES

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i. Response accommodation. Typing homework assignments rather than hand-writing

them (considered a modification if the subject is learning to write by hand). Or by having

someone else write down answers given verbally.

ii. Presentation accommodation. Listening to audio books rather than reading printed

books. Agencies like Recording for the Blind and Dyslexic and RNIB National Library

service in the UK provide a variety of titles on tape and CD. These may be used as

substitutes for the text, or as supplements intended to bolster the students' reading

fluency and phonetic skills. Similar options include designating a person to read text to

the student, or providing text to speech software. Others include designating a person to

take notes during lectures, using a talking calculator rather than one with only a visual

display.

iii. Setting accommodation. Taking a test in a quieter room. Moving the class to a room

that is physically accessible, e.g., on the first floor of a building or near an elevator; or

arranging seating assignments to benefit the student, e.g., by sitting at the front of the

classroom.

iv. Scheduling accommodations. Students may be given rest breaks or extended time on

tests (may be considered a modification, if speed is a factor in the test).

All developed countries permit or require some degree of accommodation for students with

special needs, and special provisions are usually made in examinations which take place at the

end of formal schooling.

A modification changes or adapts the material to make it simpler. Modifications may

change what is learned, how difficult the material is, what level of mastery the student is

expected to achieve, whether and how the student is assessed, or any another aspect of the

curriculum. For example, the school may modify a reading assignment for a student with

reading difficulties by substituting a shorter, easier book. A student may receive both

accommodations and modifications.

Examples of modifications

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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i. Skipping subjects: Students may be taught less information than typical students,

skipping over material that the school deems inappropriate for the student's abilities or

less important than other subjects. For example, students whose fine motor skills are

weak may be taught to print block letter and not cursive handwriting.

ii. Simplified assignments: Students may read the same literature as their peers but have

a simpler version, for example Shakespeare with both the original text and a modern

paraphrase available.

iii. Shorter assignments: Students may do shorter homework assignments or take

shorter, more concentrated tests, e.g. 10 math problems instead of 30.

iv. Extra aids: If students have deficiencies in working memory, a list of vocabulary words,

called a word bank, can be provided during tests, to reduce lack of recall and increase

chances of comprehension. Students might use a calculator when other students are

not.

v. Extended time: Students with lower processing speed may benefit from extended time

in assignments and/or tests in order to comprehend questions, recall information, and

synthesize knowledge.

In addition to how the student is taught the academic curriculum, schools may provide non-

academic services to the student. These are intended ultimately to increase the student's

personal and academic abilities. Related services include developmental, corrective, and other

supportive services as are required to assist a student with special needs. This includes

speech and language pathology, audiology, psychological services, physical therapy,

occupational therapy, counseling services, including rehabilitation counseling, orientation and

mobility services, medical services as defined by regulations, parent counseling and training,

school health services, school social work, assistive technology services, other appropriate

developmental or corrective support services, appropriate access to recreation and other

appropriate support services. In some countries, most related services are provided by the

schools; in others, they are provided by the normal healthcare and social services systems.

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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As an example, students who have autistic spectrum disorder, poor impulse control, or other

behavioral challenges may learn self-management techniques, be kept closely on a comfortingly

predictable schedule, or given extra cues to signal activities.

In the nineteenth and twentieth century, medical profession was the first profession that gave

significant attention to exceptional children. The attention was on the unique characteristics of

the children that helped to diagnose their condition and treatment. They gave very little attention

to the environment, the family, the culture and its influences on those children. For example if a

child was blind or mental retarded, it was accepted that the problem was entirely within the

child. The basic problem was to find ways to help the child adapt to the surrounding world.

As programs for exceptional children expanded, it became clear that exceptional child involved

a mix of the individual’s characteristics which needed to take into account the demands of the

environment on each individual. With this, the concept of exceptionality moved from a medical

model, which implies a physical condition or disease within the patient, to an ecological model

which sees the exceptional child in complex interaction with environmental forces.

In order to understand exceptional children, we have to understand the environment in which the child exists.

The child is at the center of a complex network of forces: the family, the school, and the larger

society. As the child develops, the impact of each of these forces changed. For example, the

family may be very important in early years, but in later years, school and society become more

important. Even though t he influence of parents on the child is undisputable, bur psychologists

and educators also believe that children have a powerful influence on their parents. A child who

is hyperactive or has difficulty giving attention can create negative reaction among other

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

6. CHANGING PERSPECTIVES ON SPECIAL NEEDS CHILDREN

7. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS CHILDREN

ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS

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members of the family. This will increase the child problem. Thus we need to look at both the

effects of the family and the personal characteristics on the child. On the other hand, the school

environment exerts a significant influence on the developing individual. Social forces and

values can also influence exceptional children. The acceptance or non acceptance of the

society on the handicapped children can affect the parents to cope with the exceptional child.

Thus we can say that family, school, and society leave greater impact on the ability to cope with

exceptionality than the individual or the nature of the exceptionality itself.

One of the important elements in the ecological setting of any child is the family. For the

exceptional child, the critical role of the family environment is more visible. For normal or able-

bodied person, it is difficult to understand what it is like to have a handicapping condition. We

can try to understand physical handicap, blindness and deafness through simulation. But still to

those who have been handicapped from birth they do not have the visual, auditory and motor

memories to help them. In fact it is harder to imagine what it is like to be mentally retarded – i.e.

not to understand what is going on around them. Imagine failing at almost every tasks and what

that does to an individual. Similarly it is hard to grasp the problems of the gifted of superior

ability child, who cannot understand why others cannot see what is so obvious to him or her.

Having exceptional children can happen to anyone, regardless of educational background,

family status or financial standing. Society at large has begun to appreciate the pain and stress

of parents having a child who is handicapped, and to realize the important of external support to

maintain their equilibrium under those circumstances.

Most parents with a severely handicapped child must cope with at least two major crises. The

first is the symbolic death of the child who was to be – the loss of their dreams and hopes.

Expectant parents have high hope for the unborn child – for success, for education, and for

financial security. The second crisis is more challenging: the problem of providing daily care for

their exceptional child. For example, the child who is autistic or cerebral palsied is often difficult

to feed, to dress, and to put to bed. The thought that the child is not going to go through normal

developmental process weighs heavily on them.

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

8. FAMILIES OF SPECIAL NEEDS CHILDREN

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School is not only a center for learning but also a social training ground. School provides

opportunities for the child to develop skills and knowledge that will allow him to adapt to the

society, to respond to adult requirements, to interact with his peers, to form friendships, and to

learn how to work cooperatively with others. For exceptional children school becomes

particularly important in getting special kinds of assistance to become productive adults.

Schools should carry out the responsibilities of providing a free public education for all children.

In the past handicapped students have been deprived of the education because of the

perception that these children did not fit into the established program. However in recent

decades the schools have accepted their role more positively in giving equal education for all.

The most revolutionary changes over the last few decades were the society’s view and

acceptance of exceptional individuals as contributing members of society. However, it is helpful

to understand the history of special needs children.

The concept of giving education to every child to the highest performance possible is relatively

new idea. The use of the term exceptional is itself a reflection of radical change in society’s view

of those who differ from the norm. There are roughly four stages in the development of social

attitudes toward children and adult with handicaps:

1. During the pre-Christian era where handicapped children were neglected or mistreated.

2. During the spread of Christianity, those children were protected and pities.

3. In the eighteenth and nineteenth centuries where institutions started to be established to

provide separate education for exceptional childrenProf. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL

10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY

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4. In the latter part of twentieth century, we see a movement toward accepting people with

handicaps and integrating them into society to the fullest extent possible.

1. At-Risk Students

At risk students (those with educational needs that are not associated with a disability) are

often placed in classes with students who have disabilities. Critics assert that placing at-risk

students in the same classes as students with disabilities may impede the educational

progress of people with disabilities. Some special education classes have been criticized for

a watered-down curriculum.[

2. Inclusion

The practice of inclusion (in mainstream classrooms) has been criticized by advocates and

some parents of children with special needs. This is because some of these students

require instructional methods that differ from typical classroom methods. Critics assert that it

is not possible to deliver effectively two or more very different instructional methods in the

same classroom. As a result, the educational provision for these students who depend on

different instructional methods in order to learn often fall even further behind their peers.

Parents fear that their children would continue to lack behind from the rest of the class and

thereby impair the academic achievements of all students. (NOTE: Discussion on Country

Report)

3. Eligibility Criteria

Some parents, advocates, and students have concerns about the eligibility criteria and their

application. In some cases, parents and students protest the students' placement into

special education programs. For example, a student may be placed into the special

education programs due to a mental health condition such as obsessive compulsive

disorder, depression, anxiety, panic attacks or ADHD, while the student and his parents

believe that the condition is adequately managed through medication and outside therapy.

In other cases, students whose parents believe they require the additional support of special

education services are denied participation in the program based on the eligibility criteria. Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

11. ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN

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4. Severely disabled children

It is debated whether it is useful and appropriate to attempt to educate the most severely

disabled children, such as children who are in a persistent vegetative state. While many

severely disabled children can learn simple tasks, such as pushing a buzzer when they want

attention, some children may be incapable of learning. Some parents and advocates say

that these children would be better served by substituting improved physical care for any

academic program.

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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National Education Philosophy

To reinforce the direction and goals of national education.

It emphasises holistic and integrated education.

To nurture well-balanced students physically, emotionally, spiritually and intellectually

Vision: Excellent Schools and a Glorious Nation

Mission: Developing Individual Potential through Quality Education

Overview of the system :

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

13. INCLUSIVE EDUCATION IN MALAYSIA: COUNTRY REPORT

MINISTRY OF EDUCATION MALAYSIA

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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.

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 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)

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

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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Remedial and enrichment programs to reduce gaps in 3Rs

LEGISLATION ACT 550 – EDUCATION ACT (1996)

Chapter 3 – Compulsory Education: Minister to provide primary education for all

29A. (1) The Minister may, by order published in the Gazette, prescribe primary education to be

compulsory education.

Chapter 8 – 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.

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.

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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Below are illustrations of the acts:

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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ACT 685 – PERSONS WITH DISABILITIES ACT PWDs (Persons with disabilities) (2008)

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, 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

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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INTERNATIONAL LEGISLATION

a. Convention on the Rights of the Child, UNESCO (12th December 1989)

b. 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

c. Salamanca Statement 1994: School should accommodate all children regardless

of their physical, intellectual, social, emotional, linguistic or other conditions

d. Dakar Framework for Action (2000) Article 7(i): Expanding and improving

comprehensive early childhood care and education for the most vulnerable and

disadvantaged children

e. Biwako Millennium Framework for Action 2002: Towards an Inclusive, Barrier Free &

Right-based Society for Persons with Disabilities

f. Convention on the Rights of Persons with Disabilities 2006

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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TYPES OF CHILDREN WITH LEARNING DISABILITIES

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 chromosomal 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.

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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EARLY IDENTIFICATION & INTERVENTION

Early Identification

a. Literacy and Numeracy Screening (LINUS)

b. Checklist (Screening instrument) : Identify children for special needs to be referred

for diagnosis by registered doctors

EARLY AND TIMELY INTERVENTION

a. Special Education -

Trained teachers, teaching styles, classroom environment, curriculum,

extracurricular activities and assistive devices.

Special Education Service Centres

Special Education Service Centre:

a. Facilities:

Audiology room

Low vision room

Occupational therapy room

Physiotherapy room

Psychology room

Multi-sensory room

Common Rehab Corner and

Toy library.

b. Personnel:

Audiologist

Speech pathologist

Peripatetic

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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Physiotherapist

Occupational Therapist

Educational and/or Clinical Psychologist.

c. 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

Principles of Inclusive Education:

a. Increased participation of learners

b. Reducing exclusion

c. Flexible curriculum

d. Inclusive school culture

e. Policies and practices in promoting inclusion

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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TOWARDS MORE INCLUSIVE CLASSES FOR CHILDREN WITH DISABILITIES

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

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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 fo

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

FUTURE DIRECTION OF INCLUSIVE EDUCATION FOR PWDs

1. Mind set change and self advocacy

2. Policy changes

3. Early identification and timely intervention

4. PWDs friendly facilities and suitable technologies

5. Quality, professionalism and collaborative work-culture

6. Adequate support services

7. Smart partnership between agencies and with NGOs

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013