UNESCO (UN Educational, Scientific and Cultural Organisation) describes inclusive

education systems as those “removing the barriers limiting the participation and achievement
of all learners, respect diverse needs, abilities and characteristics and that eliminate all
forms of discrimination in the learning environment” (UNESCO Malaysia, 2008). In Malaysia,
the National Education Blueprint spells out that inclusion is the expected norm for any
children with disabilities and has set a target of 75% by 2030 (MOE, 2013). Therefore, the
Ministry of Education set up its mission to give full and equal participation to those students
with special needs in education.

Jessie is Year 5 students which diagnosed with mild autism. He is seated near the
window in the classroom. He hardly concentrates in my class and always playing his pencil
and shows no response whenever I call him. He also shows no interest when it comes to
group activity as I often find him daydream, he become lost in his own world. I found
struggles during handling group works as Jessie always isolate himself and refuse to join his
friends. Even if I conduct a role play activity, he is unable to express himself. In addition to
that, Jessie has a limited speech production. Despite of his stand-offish manner, he is able
to follow a short and simple instruction effectively. This shows he is still able to join the
lesson with extra attention to him.

Referring to the Garis Panduan Program Pendidikan Inklusif Pelajar Berkeperluan

Khas (Edisi Percubaan) (2013), special kids in inclusive education require helps from
support services in order to overcome their learning difficulties. After doing some research
on the organisations available for cases like Jessie, I decided to consult The National Autism
Society of Malaysia (NASOM) in one of their centres in Setia Alam to seek for special help
on how to tackle student like Jessie. The person in charge explained that kids like Jessie will
have trouble in verbal and non-verbal communication which also contribute to their struggle
in maintaining social interaction (Nasom Team, 1987). The centre provides a solution where
I can try to use drama therapy activities which encourages the full expression of their inner
thoughts, feelings, and emotions through playful, dramatic activity (Nasom Team, 1987) in
order to get Jessie to be able to express himself through the activity. They show on one of
the sessions and explain when the child has no spoken language, movement can be
important for communicating thoughts and feelings which is why interaction and play is set
as a foundation to practice improving social skills and self-expression (Benbow & Jackson,
2017).

With the help of a teacher aides from NASOM, I try to use the idea of drama therapy
to be implemented in my Language Arts class providing the learning standard where the
pupils will be able to plan, prepare and participate in a performance with guidance based on
literary works (DSKP). I divide the students into groups and each group is given the chance
to act out their favourite scene in The Little Red Riding Hood which will be the learning
outcome of the lesson. Each group will prepare a mask for their character. As for Jessie, he
is given guidance in the process of making his mask by using task analysis to help him to
create his mask. The task can be too complex for him to be done. Therefore, task analysis
will break down the component into smaller manageable parts (Szidon & Franzone, 2009).
Teacher aides from NASOM will guide me in creating the task analysis beforehand to make
sure I can help Jessie to meet the task requirement. At first, he is struggle in doing the task,
but with the presence of teacher aides, Jessie is slowly able to create his face mask. During
the acting out activity, he is able to act out the character of the Wolf with his mask on even
though he is only able to make the sound effect. Through this activity, it helps Jessie to feel
safer and more secure, as well as giving him yet another way to express himself and share
his feelings with others non-verbally (Ackerman, 2020). At the end of the class, I will proceed
with a consultation session with the teacher aides further look into Jessie’s problem if he
needs any extra help.

NASOM approached the Ministry of Education with their Transition and Mainstream
programme propositions few years ago (Lee, 2009). With the help of Mainstream
Programme from NASOM, it helps a lot in the professional development of a mainstream
teachers like me to manage the special needs students in their classrooms. This is where
NASOM trains teaching aides to help the children integrate, sensitise mainstream teachers
to their children’s special needs, and provide after school support (Aneeta, 2014). Through
this, teachers will be able to handle the students and are able to cater to both of the
students’ needs in the inclusive classroom. It is inclined with the Ministry’s policy where
Inclusive Education addresses the diverse needs of all learners by reducing barriers inside
schools. Providing all the interventions and therapies by NASOM, autistic children are given
the chance to develop their potentials to be able for them to interact with their peers in the
inclusive classroom. Thus, through collaboration with NASOM, focus will be made on
specially designed education for enabling children with autism to meet their individual needs,
develop their potentials and sustain their well-being (Cohen & Spenciner, 2007).

Bottom line is Malaysians and educators should recognise that all children included
those with disabilities are eligible for equal access to education (Zalizan & Manisah, 2012).
Despite the fact that the policies are made in endorsing special needs children in Inclusive
Education, teacher plays a crucial role in taking care of every single students in the
classroom despite of their disabilities as special needs children are to be given the
necessary support to facilitate their full and equal participation in education.

(863 words)
References

Ackerman, C. E. (2020). 17 Best Drama Therapy Techniques, Activities & Exercises.

Retrieved 22 March 2020, from https://positivepsychology.com/drama-
therapy/#activities-drama-therapy

Aneeta, S. (2014). Reaching in so they reach out. Retrieved 21 March 2020, from
https://www.nst.com.my/news/2015/09/reaching-so-they-reach-out

Benbow, A. and Jackson, J. (2017). Dramatherapy and autism. Dramatherapy, 35(1).

Cohen, L. G., & Spenciner, L. J. (2007). Assessment of children and youth with special
needs. Boston: Allyn & Bacon.

LEE, T. L. (2009). Mainstreaming autistic children. Retrieved 21 March 2020, from

https://www.thestar.com.my/lifestyle/health/2009/06/21/mainstreaming-autistic-
children

Ministry of Education (MOE). 2013. Garis panduan program pendidikan inklusif murid
berkeperluan khas (Edisi Percubaan). Bahagian Pendidikan Khas, Putrajaya:
Malaysian Ministry of Education.

Ministry of Education (MOE). 2013. National Education Blueprint (2013-2025). Putrajaya:

Malaysian Ministry of Education.

Nasom Team. (1987). Autism. Retrieved 23 March 2020, from

https://www.nasom.org.my/autism/

National Autism Society of Malaysia (NASOM, 2008) Handouts, Kuala Lumpur: NASOM

Szidon, K., & Franzone, E. (2009). Task Analysis. Madison, WI: National Professional
Development Center on Autism Spectrum Disorders, Waisman Center, University of
Wisconsin.

UNESCO Malaysia (2008). 50+ years helping Malaysian children survive and thrive. Kuala
Lumpur: UNESCO Malaysia.

Zalizan, M. J. and Manisah, M. A. 2012. Inclusive education in Malaysia: policy and practice.
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