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Identifiable Areas of Improvements - Coggle Diagram
Identifiable Areas of Improvements
Endorsement of diversity among an incredible structured education system
Teacher's determination to incorporate students with special needs are ignored
Testing facilities and substitute assessment systems should be given a priority for students with special needs
The Malaysian education system highly emphasizes on the accomplishment in examinations
Restructuring pre-service teacher preparation
A divided teacher preparation programme for special education and mainstream education fails to motivate inclusivity
Teachers that understand both needs of the two systems are very important
Teachers are aimed to go through basic training in special needs educations
The importance of funding
A great amount pf resources and budgets continue to be sourced to special schools and integration programmes
In 2009, the Ministry of Education used up RM236 million to improve special schools and to construct new vocational special schools
RM40 million was used to enhance integration programmes in mainstream schools
Malaysia's budget allocation shows the development provisions for special education, however not on making it more inclusive
RM 10 million was used to advance special education pre-school programmes
Epidemiological data
Minimal large-scale research done on child psychopathology and special educational needs
This will stunt the authorities to enhance their plan of services and protect the needs of children with disabilities
Identifying children with special needs along with early intervention will be prevented
Providing education inclusively for students with special needs
Shortness of financial support
Depletion of enabling legislation
Insufficient resources and personnel coaching programmes
Provision of related services
Special Education Service Centres was created by the Special Educational Division (MoE)
Aims to bring services regarding to audiology and speech therapy into mainstream schools
Remains limited due to the insufficient staff for these services as well as allied health support services in school
Programme outcomes
Lack of mechanism to measure outcomes
Outcomes measures failed to be properly established to assess the feasibility and effectiveness of prgrammes
Lack of availability of uniform outcome measures for children with learning difficulties in integration programmes
Multidisciplinary support and collaboration
Employ the knowledge and skills of professionals from various disciplines
The integration of services to aid students with special needs and disabilities are lacking
It needs a strong and continuous collaboration among agencies