TOPIC 1 foundation inclusive education.pptx

inclusive

1. Topic 1 The Foundation of Inclusive Education

2. Inclusive Education in Malaysia Inclusive education lets students with disabilities learn in the same class as other students, taught by regular teachers. The Malaysian Ministry of Education (MOE) says students with disabilities include those with sight or hearing problems, physical disabilities, or learning challenges (Education Act, 1996). Malaysia began its journey toward inclusive education by joining international events like workshops held by UNESCO and the U.S. In 1990, the Education for All (EFA) program was launched in Thailand, focusing on fairness and inclusion for all students. In 1993, a seminar in Harbin, China, stressed the need for special education. Since then, Malaysia moved from just integrating students with disabilities to fully including them in regular classrooms (Mohd Zuri Ghani & Wan Sharipahmira Mohd Zain, 2014). The policy on special education ensures students with disabilities keep their rights. Experts decide if a child can be helped by the program, and how to place them ( Zalizan Mohd Jelas , 2000).

3. What is Inclusive? An inclusive school program involves changes, and amendments in the learning curriculum content, teaching approaches, structure and strategies with a common vision. This encompasses all children within the suitable age range and the confidence that the education system will still be responsible for educating all children.

4. Pendidikan Inklusif di Malaysia https://youtu.be/CygYnqHgZRI?si=Ju2Oq5O1qCH93_3R

5. Global Collaboration Discourse IEP for Students with Disabilities The Individual Education Plan (IEP) helps students with learning disabilities in Malaysian government schools get the same education as others. Schools using IEP should help these students socialize with others. IEP is used at preschool, primary, and secondary levels. Global Support for Inclusive Education Key international agreements like the Salamanca Statement (1994), Dakar World Education Forum (2000), and UN Convention on the Rights of Persons with Disabilities (2006) promote education for all, including students with disabilities. They emphasize that all students, regardless of ability, should learn together to reduce discrimination.

6. Dakar Goals for Education for All (EFA) Improve early education, especially for vulnerable children. Ensure free, quality education for all by 2015. Offer basic learning and life skills for all. Increase adult literacy, especially for women. End gender inequality in education by 2005, ensure equal access by 2015. Improve education quality and learning outcomes.

7. The Concept of Inclusive Education in Malaysia

8. Inclusive Education in Malaysia https://youtu.be/CygYnqHgZRI?si=wwIErTQNxrOYfNms

9. Issues of Inclusive Education in Malaysia

10. Professional Improvement National Education Philosophy and Inclusive Education The National Education Philosophy aims to develop students who are balanced intellectually, emotionally, spiritually, and physically. Inclusive education should start early, from preschool or primary school. Teachers' professional views on inclusive education are key to success, and IEP can work well if teachers are well-prepared and trained.

11. Improving Teacher Readiness for IEP Training Opportunities: Teachers, especially those less trained in special education, should attend IEP-related courses to boost their readiness. Co-teaching: Collaboration between mainstream and special education teachers can strengthen teamwork and improve inclusive education practices.

12. Key Efforts for Professional Development in Inclusive Schools Continuous Professional Development: Teachers must continually update their skills and knowledge to improve their teaching. Mentoring: Experienced teachers should mentor new teachers to help them handle challenges and improve their teaching methods. Psychosocial and Legal Support: Strengthen support systems, including mental health and legal services for teachers. Leadership: School leaders should promote teamwork, create a shared vision, and motivate teachers, parents, and students to make the school inclusive for all.

13. Role of Teachers in Inclusive Education Teachers play a crucial role in inclusive education. Interacting with students with disabilities (SWD) requires more patience and preparation compared to working with other students. Qualified and professional teachers can handle these challenges and support SWD effectively. Special education teachers, who understand IEP, are placed in mainstream schools to help SWD. They need enough training to assist and communicate with both SWD and their families, and are highly trusted by SWD. Special education teachers must be emotionally stable , committed, patient, and creative. Their role is not only to teach but to build SWD’s confidence and foster a positive attitude. Innovation in teaching is key to making lessons engaging for both SWD and other students. The success of inclusive education depends heavily on the dedication of special education teachers.

14. Effective Learning and Pedagogical Process Early learning involves observing, experimenting, and interacting with motivating environments. Effective learning is marked by growth in language, cognition, physical, moral, emotional, and social areas. Progress in one area influences others, and children should be encouraged to reach their full potential from the start. Teachers should use activities and resources tailored to each child to boost their interest and motivation. This helps build confidence and self-esteem. Understanding a child’s prior knowledge helps them grasp new concepts, which improves their learning as they build on what they already know.

15. Planning and Use of Teaching Assistants (TA) in Inclusive Education Scheduling Planning Group Teaching: Use group teaching as part of special education programs, dividing students into groups based on their abilities: intelligent, average, and weak. Schedule activities like classroom interactions, games, and assessments accordingly. Classroom Policies: Schools should manage the distribution of SWD in classrooms to avoid having multiple types of disabilities in one class. If multiple SWD are present, consider reducing class size and encourage teachers to share their experiences to improve future planning.

16. Use of Teaching Assistants (TA) Address Barriers: Common barriers include insufficient teaching time, lack of physical space, and inappropriate teaching aids. Teachers should ensure there is enough time, space, and suitable resources for effective teaching. Resource Needs: Identify and specify the materials and resources needed for SWD. Avoid using incorrect TA types and ensure materials like textbooks and worksheets are adapted to meet SWD's needs.

17. Maintenance Issues in Inclusive Schools Empower Schools: Allow schools to manage and address their own changes. Continuous Efforts: Make ongoing efforts to implement changes. Involve All Students: Ensure changes benefit all students, not just those with disabilities. Tailor Changes: Adapt changes to meet the specific needs of students and teachers. Use Proven Practices: Base changes on effective and proven methods. School-Wide Focus: Ensure changes are applied throughout the school for everyone.

18. Five Myths of Inclusive Education Negative Impact on Students with Disabilities Research shows that including students with disabilities (SWD) does not harm the academic performance of other students. In fact, all students benefit from inclusive education, gaining exposure to diverse learning experiences ( Theoharis & Causton-Theoharis , 2010). Disruption by SWD in Mainstream Classes Concerns about SWD disrupting the class or lacking support can be addressed with technology and effective communication. Teachers should understand and support both SWD and their peers to improve the classroom environment. Moderate Disabilities and Mainstream Schools Students with moderate disabilities can attend mainstream schools with a modified curriculum. Special classes within mainstream schools allow SWD to learn at their own pace while benefiting from mainstream education. Separating SWD is More Effective Isolating SWD can lead to social isolation and limited opportunities. Mainstream education provides better social integration and opportunities for higher education and employment. Inclusive Education is ‘One Size Fits All’ Inclusive education is not about fitting all students into the same mold. It involves adjusting teaching methods and systems to meet the unique needs of each student