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THE EVALUATION OF SPECIAL EDUCATION IN MALAYSIA, :explode: Missionary…
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:explode: Missionary schools by British missionary groups (For elite groups, Royal families, Descendants of the rich & roles in the bureaucracy) - not for poor & disable student since the financial support comes from the students itself and charity contributions.
:explode: Chinese schools by local wealthy chinese communities (For elite groups, rich chinese families who want to learn about their chinese heritage) -not for poor & disable student since the financial support comes from the students itself and charity contributions.
:explode: Malay schools - Sekolah pondok ( Student with disabilities and focus on teaching & learning of islamic values & lifestyles)
:explode: Princess Elizabeth Special Education School, Johor Bahru by British Strait government (1948-1950) - The school formation was using monetary support from British expatriates collected as a wedding gift for princess Elizabeth and later donated by Malaysian Association of the Blind and Ministry of Education (MoE).
:explode: St Nicholas Home for the Blind, by Angelican medical missionaries (1926)
:explode: Federal School for Deaf children, Penang by Federal Government of Malaya. - schools for student with hearing impairment.
:explode: The focus model is to "care" (disability individuals) by preventing and treating the functional limitations either physical or mental.
:explode: Establishing the first boarding school for students with visual impairment (1977)
:explode: Started to standardise the school system such as school curriculum, the language used, teacher training and funding sources
:explode: Started the special education programmes such as visual, hearing impairment, mild learning difficulties and moderate to severe mental impairments in school which called "Program percantuman di sekolah biasa".
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:explode: Students with special needs are divided into three categories which is (1) visual impairment, (2) hearing impairment and (3) learning difficulties
:explode: Learning difficulties includes down syndrome, autistic spectrum disorders (ASD), attention deficit/ hyperactive disorder (AD/HD), mild mental retardation and specific learning difficulties (dyslexia etc)
:fire: (MoE) defined three special education program that implemented in Malaysian school which is (1) the special school, (2) the integration program and (3) the inclusive program
:explode: Compulsory and free education for students with disabilities were fully implemented in 2003.
:explode: Monthly allowance were given to the students and special educators since 2006
:star: Three challenging areas in implementation of inclusive education in development country which (1) inadequate facilities and personnel training programs, (2) lack of funding structure and (3) absence of enabling legislation.
:star: Need to provide access to education for children with disabilities and the need to make such provision inclusive in order to keep pace with the philosophical changes
:star: Delayed in establishing ideas and practices to emphasize the school performance
:star: Disabilities students having a problem in getting the normal school bacause of the low achievement.
:star: Only focus on the exam outcomes rather than the special need educators efforts
:star:Special schools and integration programs receive significant financing and resources, whereas inclusive programs receive no support
:star: Teacher preparation program for special education and mainstream education are separated
:star: National education Blueprint will undergo the basic training in special need educations for the teacher
:star: Have a multidisciplinary team approach ( the expertise of professionals from several disciplines
:star: The collaboration still lacking and the family struggle to cope with the scattering of support service
:star: Moe developed many special education service into the schools but it still lack of staff for the services
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:star: Lack of epidemiological data to support the educational planning and implementation
:star: Lack of research on child psychopathology and special education
:star: Lack of psychometric assessment for the diagnosis of children with disabilties