Beruflich Dokumente
Kultur Dokumente
0 INTRODUCTION
According to Taylor (2016), inclusive education means giving each and every
child an opportunity to learn at their local school with enough support for them to
reach their full potential. This does not require special institutions, care or expensive
materials. It simply means that all students should have the opportunity to receive
individualised services and approaches to learning. In Malaysia, the Ministry of
Education provides children with disabilities with three schooling options under the
national special needs education system namely, Special Education Schools, Special
Education Integrated (SEIP) and Inclusive Education Programme (Ministry of
Education, 2013).
Besides that, the Malaysian special needs education system can be analysed
along five dimension through three wave which the first wave (2013-2015) focus on
the strengthening existing foundation that has been implemented. Next, the second
wave (2016-2020) is to scale up the initiatives. Lastly, the third wave (2021-2025) is to
evaluate and consolidate the initiatives.
The efforts that can be taken by the responsible authorities in order to implement
inclusive education programme in Malaysia successfully is by firstly promoting
collaboration between mainstream and special education teachers in an inclusive
classroom and there should be a clear guideline on Inclusive Education
implementation (Manisah, Ramlee and Zalizan, 2006). Thus, exposure and training in
special education for mainstream teachers as well as pedagogical training for special
education teachers should be provided.
Other than that, smart partnership between any organization and school as well
as managerial support between mainstream and special education teachers is a must
to ensure a better implementation of this programme that will benefit both special
need students and the school itself (Lee and Low, 2014). Other efforts include
continuous professional development, provision of teaching aids and related facilities
that needed for special educators engaged in inclusive education programmes for
children with learning disabilities in the government school (Ministry of Education,
2013).
4.0 CONCLUSION