TSLB3132 Inclusive Education

Malaysia has been integrating a special education programme since the 1996
alongside the Education Act 1996 (1998) where they have launched the integration and
inclusive programme. The ministry of education planted a hope that with these programmes,
all special education needs learners will be exposed to a more accepting society thus
preparing them for a brighter future where all rights are catered to especially those learners
who have special need in terms of education without discrimination (Zalizan & Manisah, 2012).
The concept of inclusive education refers to the implementation of an education system
where mainstream and special education needs (SEN) learners are put into the same
classroom for them to be able to experience education together. Inclusive education also
emphasizes on learner’s rights to be educated as well as catering to the special needs of the
SEN learner. Other than that, the concept of inclusive education also refers to an adapted
version of the curriculum to cater the needs of the special learners.
Inclusive education aims to solve issues regarding inclusive education as well as to
overcome challenges that prevents those special learners to receive proper education. One
of the issues that inclusive education aims to solve is the stigma and bias that the general
society have towards those special learners. For example, for parents and the community,
inclusive education aims to give exposure towards the parents and the community that SEN
learners deserve to have the same education opportunity as mainstream learners. Moreover,
inclusive education also aims to always cater for the SEN pupil’s basic education needs by
providing ample facility, suitable physical aid as well as providing trained teachers so that the
can provide ample help and guidance for the SEN pupils (McManis, 2017).
The inclusive education system has a policy where each and every student can learn
and have the right to learn. This is in line with the UNESCO’s child’s basic right convention
where it was stated that every child has every right to be educated regardless their ethnicity,
skin colour, gender and abilities or lack thereof (UNESCO, 1995). Other than that, according
to UNICEF (2014), the Malaysia inclusive education policy also stated that each and every
child must be given an opportunity to learn at their local school with enough support for them
to reach their full potential. It was further stated that this does require special institutions or
care expensive materials and equipment. All that is needed was an individualised services
and approaches to learning. (UNICEF, 2014).
Inclusive education is implemented in schools all around Malaysia with the help of
stakeholders who gives continuous financial support as well as exposure towards the general
public about the ongoing issues regarding the implementation of inclusive education in schools
as well as the current state of SEN pupils in terms of education. Other than that, as one of
the most important stakeholders, parents and the community play a very important role in
making sure that their SEN children are actually given the opportunity to go to school and
finish it. Aside from that, teachers as stakeholders must also make sure that they are well
TSLB3132 Inclusive Education

exposed to the concepts and principles of inclusive education. In addition to that, they must
also educate themselves to an extent so that they will be able to participate as an educator in
an inclusive classroom. Else, the government as a stakeholder, administrator and policy maker
must provide the impetus and support to make inclusive education work. They must also push
school admins to implement inclusive education policy in their respective school. Lastly, non-
governmental organizations (NGO) as stakeholders must also make sure that schools that
implements inclusive education receive ample support in terms of facility, funding as well as
moral support so that inclusive education can be carried out properly and efficiently (Daniel,
2014).
In conclusion, inclusive education aims to provide educational opportunity towards the
SEN children, by implementing the concept and policy of inclusive education with the help of
stakeholders.

References

Daniel, I. B. (2014). The Relevance of Inclusive Education for Special Needs Children. Re-
Awakening of Stakeholder's conciousness, 170-171.
McManis, D. D. (2017, November 20). Inclusive Education: What it Means, Proven Stratergies
and Case Study. Retrieved from ROOM 241:
https://education.cu-portland.edu/blog/classroom-resources/inclusive-education/
UNESCO. (1995). The Convention on the right of the Child. The Right of the Child (pp. 23-
26). Paris: United Nations Educational, Scientific and Cultural Organisations.
UNICEF. (2014). Inclusive Education Malaysia. A School for all Children (pp. 1-7). New York:
CRC@25 Convention on the Rights of the Child.
Zalizan, M. J., & Manisah, M. (2012). Inclusive Education in Malaysia. Policy and Pracice, 4-
5.