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Inclusive Education In Malaysia - Coggle Diagram
Inclusive Education
In Malaysia
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,
A Glorious Nation
MISSION
Developing Individual Potential
Through Quality Education
6 Entry Point Projects (EPP) under MOE
EDUCATION NKEA
EPP 3 Scale-up international schools
EPP 4 Enhance and grow private teacher training
EPP 2 Develop ECCE training centres
EPP 13 Introduce public private partnerships (PPP) in basic education
EPP 1 Scale-up quality early child care and education (ECCE) centres
COMMUNICATIONS CONTENT AND
INFRASTRUCTURE NKEA
EPP 6 e-learning
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.
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)
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
Remedial and enrichment programmes to reduce gaps in 3Rs
LEGISLATION
ACT 550 – EDUCATION ACT (1996)
Chapter 3 – Compulsory Education
Chapter 8 – Special Education
PWD Act 2008
Access to Education (Article 28)
(Article 36)
ACT 685 – PERSONS WITH DISABILITIES ACT PWDs (2008)
TYPES OF CHILDREN WITH LEARNING
DISABILITIES
Children with Pervasive Development Disorders (PDD), Autism, Asperger Syndrome, Rett Syndrome, Childhood Disintegrative Disorder or PDD-NOS.
Children with Specific Developmental Disorders – Speech & Language, Cognitive Skills, Motor Function and mixed specific developmental disorders.
Children with other Developmental Disorders (Apert Syndrome, Goldenhar, Syndrome, Noonan Syndrome…)
Children with Specific Learning Difficulties – Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia, etc.
Children with Emotional Behavioural Difficulties – ADD, ADHD, CD, ODD, etc.
Children with multiple disabilities.
Children with chomosomal disorder : (Angelman/Prader Willi Syndrome, Down Syndrome , Klinefelter Syndrome…)