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4fff00f3eaa3fe21ecff0082407fd1a2ff00e67dfda7ff00f9f557ecf51401f8c3ff0010f67fc120
3fe8d17ff33efed3ff00fcfaa8ff00887b3fe0901ff468bff99f7f69ff00fe7d55fb3d45007e30ff
00c43d9ff0480ffa345ffccfbfb4ff00ff003eaa3fe21ecff82407fd1a2ffe67dfda7fff009f557e
cf51401f8c3ff10f67fc1203fe8d17ff0033efed3fff00cfaa8ff887b3fe0901ff00468bff0099f7
f69fff00e7d55fb3d45007e30ffc43d9ff000480ff00a345ff00ccfbfb4fff00f3eaa3fe21ecff00
82407fd1a2ff00e67dfda7ff00f9f557ecf51401f8c3ff0010f67fc1203fe8d17ff33efed3ff00fc
faa8ff00887b3fe0901ff468bff99f7f69ff00fe7d55fb3d45007e30ff00c43d9ff0480ffa345ffc
cfbfb4ff00ff003eaa3fe21ecff82407fd1a2ffe67dfda7fff009f557ecf51401f8c3ff10f67fc12
03fe8d17ff0033efed3fff00cfaa8ff887b3fe0901ff00468bff0099f7f69fff00e7d55fb3d45007
e30ffc43d9ff000480ff00a345ff00ccfbfb4fff00f3eaa3fe21ecff0082407fd1a2ff00e67dfda7
ff00f9f557ecf51401f8c3ff0010f67fc1203fe8d17ff33efed3ff00fcfaa8ff00887b3fe0901ff4
68bff99f7f69ff00fe7d55fb3d45007e30ff00c43d9ff0480ffa345ffccfbfb4ff00ff003eaa3fe2
1ecff82407fd1a2ffe67dfda7fff009f557ecf51401f8c3ff10f67fc1203fe8d17ff0033efed3fff
00cfaa8ff887b3fe0901ff00468bff0099f7f69fff00e7d55fb3d45007e30ffc43d9ff000480ff00
a345ff00ccfbfb4fff00f3eaa3fe21ecff0082407fd1a2ff00e67dfda7ff00f9f557ecf51401f8c3
ff0010f67fc1203fe8d17ff33efed3ff00fcfaa8ff00887b3fe0901ff468bff99f7f69ff00fe7d55
fb3d45007e30ff00c43d9ff0480ffa345ffccfbfb4ff00ff003eaafbfbf651fd8c7f66bfd883c09a
e7c33fd97fe1c37c31f03f893c5773e37d67433e32f1ff008d56efc5179a4e91a1dcea8ba87c43f1
578b755b4f374bd0b4ab5365657d6fa78368275b45b99ae269bea0a2800a28a2800a28a2800a28a2
800a28a2800a28a2800a28a2800a28a2800a28a2800a28a2800a28a2800a28a2800a28a2800a28a2
800a28a2800a28a2800a28a2800a28a2800a28a2800a28a2800a28a2800a28a2800a28a2800a2be6
ef8b7fb47afc26f135bf8647c09fda47e2699f48b6d59b5ef849f0b25f18f866d8dd5cdedb8d2ee3
577d674b41abc0b662e6e6d218a6582daeecdda6f32578a3f2eff86deffab43fdb8bff000c0fff00
859401f71515f0effc36f7fd5a1fedc5ff008607ff00c2ca3fe1b7bfead0ff006e2ffc303ffe1650
07dc5457c3bff0dbdff5687fb717fe181fff000b28ff0086deff00ab43fdb8bff0c0ff00f859401f
71515f0eff00c36f7fd5a1fedc5ff8607ffc2caf5ff83bfb40afc60d5f56d1cfc14fda0fe16be95a
6a6a4ba8fc62f8672f82b48d515aea3b56b2d27511ab6a90dd6a51195277b293c895ad4493c3e6a4
13f9601f41d145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
00514514005145140051451400514514005145140051451400514514005145140051451400514514
01ffd9}}}}}\pard\sb0\sl-240{\bkmkstart Pg1}{\bkmkend Pg1}\par\pard\qj \li8553\sb
0\sl-330\slmult0 \par\pard\qj\li8553\sb0\sl-330\slmult0 \par\pard\qj\li8553\ri92
6\sb8\sl-330\slmult0\fi103 \up0 \expndtw-4\charscalex100 \ul0\nosupersub\cf1\f2\
fs28 Procedia \line \up0 \expndtw-4\charscalex100 Social and \line \up0 \expndtw
-4\charscalex100 Behavioral\par\pard\sect\sectd\sbknone\cols2\colno1\colw7716\co
lsr160\colno2\colw2864\colsr160\ql \li3298\sb0\sl-184\slmult0 \par\pard\ql \li32
98\sb34\sl-184\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf3\f4\fs16
Procedia - Social and Behavioral Sciences 00 (2010) 000-000\par\pard\column \
ql \li788\sb1\sl-322\slmult0 \up0 \expndtw-4\charscalex100 \ul0\nosupersub\cf1\f
2\fs28 Sciences\par\pard\ql \li7876\sb0\sl-184\slmult0 \par\pard\ql \li20\sb4\sl

-184\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf3\f4\fs16 www.elsev
ier.com/locate/procedia \par\pard\sect\sectd\sbknone \ql \li2918\sb0\sl-276\slmu
lt0 \par\pard\ql\li2918\sb144\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\
nosupersub\cf5\f6\fs24 International Conference on Learner Diversity 2010 \par\p
ard\ql \li1058\sb249\sl-391\slmult0 \up0 \expndtw0\charscalex97 \ul0\nosupersub\
cf6\f7\fs34 Keperluan Pendidikan Inklusif dalam Program Pendidikan Arus \par\par
d\ql \li4028\sb1\sl-377\slmult0 \up0 \expndtw0\charscalex97 Perdana di Malaysia
\par\pard\ql \li2741\sb0\sl-299\slmult0 \par\pard\ql\li2741\sb0\sl-299\slmult0 \
par\pard\ql\li2741\sb290\sl-299\slmult0 \up0 \expndtw-5\charscalex100 \ul0\nosup
ersub\cf7\f8\fs26 Azad Athahiri Anuar, Norsayyidatina Che Rozubi* \par\pard\ql \
li2503\sb176\sl-184\slmult0 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf8\f9
\fs16 Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selang
or, Malaysia \par\pard\ql \li736\sb0\sl-207\slmult0 \par\pard\ql\li736\sb0\sl-20
7\slmult0 \par\pard\ql\li736\sb0\sl-207\slmult0 \par\pard\ql\li736\sb0\sl-207\sl
mult0 \par\pard\ql\li736\sb0\sl-207\slmult0 \par\pard\ql\li736\sb102\sl-207\slmu
lt0 \up0 \expndtw-4\charscalex100 \ul0\nosupersub\cf9\f10\fs18 Abstrak \par\pard
\qj \li736\sb0\sl-206\slmult0 \par\pard\qj\li736\ri642\sb28\sl-206\slmult0 \up0
\expndtw-3\charscalex100 \ul0\nosupersub\cf10\f11\fs18 Kajian ini bertujuan untu
k mengenalpasti keperluan Pendidikan Inklusif dalam pendidikan arus perdana. Kaj
ian ini menggunakan \up0 \expndtw-2\charscalex100 kaedah tinjauan kajian lepas s
ebagai rujukan. Program Pendidikan Inklusif untuk golongan bekeperluan khas berm
ula pada 1987 \up0 \expndtw-2\charscalex100 dibawah Kementerian Pendidikan dan d
igubal selaras dengan Falsafah Pendidikan Negara. Program Pendidikan Inklusif me
nitik \up0 \expndtw-1\charscalex100 beratkan program Pendidikan Inklusif bagi
murid - murid dengan keperluan khas yang boleh menghadiri kelas biasa belajar
\up0 \expndtw-2\charscalex100 bersama-sama dengan murid-murid biasa\ul0\nosup
ersub\cf11\f12\fs18 . \ul0\nosupersub\cf10\f11\fs18 Hasil kajian mendapati b
ahawa Pendidikan Inklusif perlu dilaksanakan kerana \up0 \expndtw-2\charscal
ex100 keperluan kesaksamaan, pendidikan berkualiti dan keperluan sosial. Namun t
erdapat isu dan cabaran yang perlu ditangani untuk \up0 \expndtw-2\charscalex100
memastikan keberkesanan Pendidikan Inklusif sepenuhnya dalam Pendidikan di Mala
ysia. \par\pard\ql \li736\sb0\sl-184\slmult0 \par\pard\ql\li736\sb69\sl-184\slmu
lt0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf3\f4\fs16 Keywords: Pendidik
an Inklusif, Pendidikan Malaysia, Keperluan Khas \par\pard\ql \li736\sb0\sl-230\
slmult0 \par\pard\ql\li736\sb0\sl-230\slmult0 \par\pard\ql\li736\sb178\sl-230\sl
mult0 \up0 \expndtw-4\charscalex100 \ul0\nosupersub\cf12\f13\fs20 1.\ul0\nosuper
sub\cf13\f14\fs20 \ul0\nosupersub\cf12\f13\fs20 Pendahuluan \par\pard\qj \li736
\sb0\sl-230\slmult0 \par\pard\qj\li736\ri629\sb20\sl-230\slmult0\fi720 \up0 \exp
ndtw-3\charscalex100 \ul0\nosupersub\cf2\f3\fs20 Pendidikan adalah hak asasi sem
ua manusia dan dari segi falsafahnya, semua insan di dunia ini mempunyai \line \
up0 \expndtw0\charscalex100 hak untuk belajar dan mengetahui sesuatu. Apab
ila berbicara tentang peluang pendidikan terhadap pelajar \line \up0 \expn
dtw0\charscalex100 berkeperluan khas, mereka juga mempunyai minat, hasrat dan ci
ta-cita yang setanding dengan individu normal. \line \up0 \expndtw0\charscalex10
0 Mereka juga perlu diberikan peluang yang sama dengan individu normal yang lain
supaya mereka tidak tersisih \line \up0 \expndtw0\charscalex102 daripada arus p
embelajaran nasional kerana ada dalam kalangan mereka mempunyai kecerdasan kogn
itif yang \line \up0 \expndtw-3\charscalex100 setanding dengan individu yang
sempurna malah mereka mampu melebihi pencapaian pelajar yang normal (
\line \up0 \expndtw-3\charscalex100 Lokman, 2009). \par\pard\ql \li976\sb0\sl-20
0\slmult0 \par\pard\ql\li976\sb0\sl-200\slmult0 \par\pard\ql\li976\sb0\sl-200\sl
mult0 \par\pard\ql\li976\ri3237\sb175\sl-200\slmult0 \up0 \expndtw-2\charscalex1
00 \ul0\nosupersub\cf3\f4\fs16 * Corresponding author. Tel.: +6019-3145373-; fax
: . \line \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf8\f9\fs16 E-mail addre
ss\ul0\nosupersub\cf3\f4\fs16 : tiena_808@yahoo.com. \par\pard\sect\sectd\fs24\p
aperw10880\paperh14840\pard\sb0\sl-240{\bkmkstart Pg2}{\bkmkend Pg2}\par\pard\ql
\li2484\sb0\sl-184\slmult0 \par\pard\ql\li2484\sb0\sl-184\slmult0 \par\pard\ql\
li2484\sb0\sl-184\slmult0 \par\pard\ql\li2484\sb116\sl-184\slmult0 \up0 \expndtw
-2\charscalex100 \ul0\nosupersub\cf8\f9\fs16 Noorizah Mohd. Noor et.al/ Procedia
- Social and Behavioral Sciences 00 (2012) 000-000 \par\pard\qj \li736\sb0\sl-2

30\slmult0 \par\pard\qj\li736\ri635\sb8\sl-230\slmult0\fi720 \up0 \expndtw0\char
scalex100 \ul0\nosupersub\cf2\f3\fs20 Apabila memperkatakan tentang pendidikan k
has, ianya juga sinonim dengan istilah pendidikan inklusif \line \up0 \expndtw-3
\charscalex100 iaitu pendidikan bagi kanak-kanak yang berkeperluan khas.
Perkataan inklusif ini diambil daripada perkataan \line \up0 \expndtw-4\cha
rscalex100 inggeris \up0 \expndtw-4\charscalex100 \u8220?\ul0\nosupersub\cf14\f1
5\fs20 Inclusive\ul0\nosupersub\cf2\f3\fs20 \u8221? yang memberikan maksud \u
p0 \expndtw-4\charscalex100 \u8220?merangumi\u8221?. Menurut Naim, \up0 \expnd
tw-4\charscalex100 1997 dalam buku Psikologi \par\pard\qj \li736\ri631\sb10\s
l-230\slmult0 \up0 \expndtw0\charscalex100 Pendidikan maksud inklusif secara umu
mnya adalah mengintegrasikan murid-murid berkeperluan khas ke dalam \up0 \expndt
w0\charscalex100 bilik darjah biasa, supaya mereka berpeluang menikmati segala k
emudahan belajar dalam keadaan normal seperti \up0 \expndtw-1\charscalex100 muri
d-murid lain tanpa mengira status. \par\pard\qj \li736\ri625\sb0\sl-230\slmult0\
fi720 \up0 \expndtw0\charscalex102 Hallahan dan Kauffman, (1977) menyatakan Pen
didikan Khas bermakna pengajaran yang direka khas \up0 \expndtw-1\charscalex100
untuk memenuhi keperluan-keperluan yang luar biasa seseorang kanak-kanak yang lu
ar biasa. Bahan-bahan khas, \up0 \expndtw-3\charscalex100 teknik-teknik pengaja
ran, atau peralatan dan / atau kemudahan-kemudahan diperlukan. Culatta
dan Tompkins \up0 \expndtw-1\charscalex100 (1999) menyatakan Pendidikan Khas ia
lah pengajaran yang bercorak individu direka untuk memenuhi keperluan -\line \up
0 \expndtw0\charscalex100 keperluan pendidikan dan berkaitan dengan murid-murid
kurang upaya. Pendidikan Khas menyediakan peluang\up0 \expndtw0\charscalex102 pe
luang pembelajaran yang tidak disediakan dalam kurikulum yang baku atau
biasa atau perkhidmatan\up0 \expndtw-4\charscalex100 perkhidmatan sekolah bi
asa (Mohd Najib, 2006). \par\pard\ql \li736\sb220\sl-230\slmult0 \up0 \expndtw-4
\charscalex100 \ul0\nosupersub\cf14\f15\fs20 1.1\ul0\nosupersub\cf15\f16\fs20 \
ul0\nosupersub\cf14\f15\fs20 Murid Berkeperluan Khas di Aliran Perdana \par\par
d\qj \li736\ri639\sb10\sl-230\slmult0 \up0 \expndtw0\charscalex100 \ul0\nosupers
ub\cf2\f3\fs20 Pendekatan pendidikan inklusif adalah antara beberapa pilihan yan
g ada untuk KBK di Malaysia. Dalam konteks \up0 \expndtw0\charscalex100 definisi
pendidikan khas di Malaysia, pendekatan ini masih terbatas dilaksanakan mengiku
t acuan Malaysia serta \up0 \expndtw-1\charscalex100 terdapat di sekolah-sekolah
tertentu sahaja. Sebagaimana digambarkan dalam Jadual 1, terdapat pelbagai kate
gori \up0 \expndtw-1\charscalex100 KBK dalam setting inklusif. Namun begitu terd
apat 4 kategori KBK yang boleh didapati di merata sekolah dalam \up0 \expndtw-1\
charscalex100 aliran perdana. Mereka ialah dalam kategori masalah : \par\pard\ql
\li1457\sb230\sl-230\slmult0 \up0 \expndtw-4\charscalex100 i. fizikal (cacat an
ggota) \par\pard\ql \li1457\ri2792\sb0\sl-230\slmult0 \up0 \expndtw-4\charscalex
100 ii. emosi dan tingkah laku (autisma dan ADHD) \line \up0 \expndtw-4\charscal
ex100 iii. pembelajaran khusus Disleksia (dyslexia) \line \up0 \expndtw-4\charsc
alex100 iv. penguasaan kemahiran 3M \par\pard\qj \li736\ri629\sb220\sl-230\slmul
t0\fi720 \up0 \expndtw0\charscalex100 Pada umumnya perkembangan fizikal, mereka
adalah setara dengan perkembangan rakan sebaya yang \line \up0 \expndtw-1\char
scalex100 normal. Dengan demikian, ramai guru dan ibu bapa tidak menyedari masal
ah sebenar kanak-kanak ini. Akibatnya \line \up0 \expndtw0\charscalex100 mereka
dianggap malas atau degil atau bermasalah, malah ada yang dianggap biadab apabil
a mereka tidak dapat \line \up0 \expndtw0\charscalex100 memenuhi kehendak norma
bilik darjah/pembelajaran atau tatasusila masyarakat setempat/sekolah (Supiah Sa
ad, \line \up0 \expndtw-1\charscalex100 2010). \par\pard\ql \li736\sb0\sl-230\sl
mult0 \par\pard\ql\li736\sb20\sl-230\slmult0 \up0 \expndtw-4\charscalex100 \ul0\
nosupersub\cf12\f13\fs20 2.\ul0\nosupersub\cf13\f14\fs20 \ul0\nosupersub\cf12\f
13\fs20 Sejarah Pendidikan Inklusif \par\pard\qj \li736\sb0\sl-230\slmult0 \pa
r\pard\qj\li736\ri634\sb20\sl-230\slmult0\fi720 \up0 \expndtw-2\charscalex100 \u
l0\nosupersub\cf2\f3\fs20 Kementerian Pendidikan Malaysia pada tahun 1986
mengeluarkan Falsafah Pendidikan Khas iaitu \u8220? \up0 \expndtw-3\charsca
lex100 Pendidikan Khas di Malaysia adalah satu usaha yang berterusan un
tuk melahirkan insan yang berkemahiran, \up0 \expndtw-1\charscalex100 berhal
uan, berupaya, beriman, berdikari, mampu merancang dan menguruskan kehidupan ser
ta menyedari potensi \up0 \expndtw-1\charscalex100 diri sendiri sebagai individu

dan ahli masyarakat yang seimbang dan produktif selaras dengan Falsafah Pendidi
kan \up0 \expndtw-2\charscalex100 Negara\u8221? (Sabilah, 2006). \par\pard\qj \l
i736\ri631\sb0\sl-230\slmult0\fi720 \up0 \expndtw0\charscalex100 Deklerasi Bangs
a-Bangsa Bersatu mengenai Hak Asasi 1948 dan ikrar masyarakat dunia di Persidang
an \up0 \expndtw-2\charscalex100 Dunia mengenai pendidikan Untuk Semua 1990, men
egaskan hak untuk semua mendapat pendidikan tanpa mengira \up0 \expndtw-1\charsc
alex100 perbezaan individu dan kemampuannya. Oleh yang demikian Kementerian Pend
idikan Malaysia telah mengambil \up0 \expndtw-2\charscalex100 satu langkah posit
if iaitu menyediakan satu program bagi membantu kanak-kanak yang menghadapi masa
lah untuk \up0 \expndtw-2\charscalex100 belajar secara biasa mengikut kemampuan
mereka dengan menitik beratkan aspek-aspek berikut: \par\pard\ql \li1097\sb0\sl230\slmult0 \up0 \expndtw0\charscalex101 a)\ul0\nosupersub\cf16\f17\fs20 \ul0\n
osupersub\cf2\f3\fs20 Intelek \par\pard\ql \li1097\sb1\sl-217\slmult0 \up0 \ex
pndtw0\charscalex100 b)\ul0\nosupersub\cf16\f17\fs20 \ul0\nosupersub\cf2\f3\fs2
0 Rohani \par\pard\ql \li1097\sb13\sl-230\slmult0 \up0 \expndtw0\charscalex100
c)\ul0\nosupersub\cf16\f17\fs20 \ul0\nosupersub\cf2\f3\fs20 Jasmani \par\par
d\ql \li1097\sb1\sl-217\slmult0 \up0 \expndtw0\charscalex100 d)\ul0\nosupersub\c
f16\f17\fs20 \ul0\nosupersub\cf2\f3\fs20 Emosi \par\pard\ql \li1097\sb13\sl-2
30\slmult0 \up0 \expndtw0\charscalex101 e)\ul0\nosupersub\cf16\f17\fs20 \ul0\no
supersub\cf2\f3\fs20 Sosial \par\pard\ql \li1097\sb1\sl-217\slmult0 \up0 \expn
dtw0\charscalex105 f)\ul0\nosupersub\cf16\f17\fs20 \ul0\nosupersub\cf2\f3\fs20
Bakat \par\pard\ql \li1097\sb13\sl-230\slmult0 \up0 \expndtw-2\charscalex100 g
)\ul0\nosupersub\cf16\f17\fs20 \ul0\nosupersub\cf2\f3\fs20 Nilai-nilai moral
\par\pard\ql \li1097\sb1\sl-217\slmult0 \up0 \expndtw-1\charscalex100 h)\ul0\nos
upersub\cf16\f17\fs20 \ul0\nosupersub\cf2\f3\fs20 Estetika \par\pard\ql \li73
6\sb13\sl-230\slmult0 \up0 \expndtw-4\charscalex100 (Mohd Najib, 2006) \par\pard
\sect\sectd\fs24\paperw10880\paperh14840\pard\sb0\sl-240{\bkmkstart Pg3}{\bkmken
d Pg3}\par\pard\ql \li2947\sb0\sl-184\slmult0 \par\pard\ql\li2947\sb0\sl-184\slm
ult0 \par\pard\ql\li2947\sb0\sl-184\slmult0 \par\pard\ql\li2947\sb116\sl-184\slm
ult0 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf8\f9\fs16 Author name / Pro
cedia - Social and Behavioral Sciences 00 (2012) 000-000 \par\pard\ql \li736\sb0
\sl-230\slmult0 \par\pard\ql\li736\sb8\sl-230\slmult0\tx1457 \up0 \expndtw-2\cha
rscalex100 \ul0\nosupersub\cf14\f15\fs20 2.1 \tab \up0 \expndtw-2\charscalex100
Pendidikan Kanak-kanak Berkeperluan Khas di Malaysia \par\pard\qj \li736\ri629\s
b19\sl-220\slmult0\fi360 \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf2\f3\fs2
0 Terdapat empat kementerian yang terlibat secara langsung menyediakan perkhidma
tan pendidikan untuk KBK \line \up0 \expndtw-1\charscalex100 di Malaysia iaitu
Kementerian Pelajaran \up0 \expndtw-1\charscalex100 (KPM), Kementerian Pend
idikan Tinggi \up0 \expndtw-1\charscalex100 (KPT), Kementerian \par\pard\qj \l
i736\ri628\sb12\sl-230\slmult0 \up0 \expndtw-3\charscalex100 Pembangunan Wanita,
Keluarga dan Masyarakat (KPWKM) serta Kementerian Kesihatan (KKM). Agensi-agens
i di \up0 \expndtw-1\charscalex100 bawah kementerian berkenaan diberi tanggu
ngjawab merancang dan melaksanakan pelbagai program untuk \up0 \expndtw-1\
charscalex100 golongan berkeperluan khas. Antara bidang tugas utama setiap kemen
terian adalah seperti berikut; \par\pard\ql \li1097\sb230\sl-230\slmult0 \up0 \e
xpndtw-1\charscalex100 a)\ul0\nosupersub\cf16\f17\fs20 \ul0\nosupersub\cf2\f3\f
s20 KPM: Pendidikan formal peringkat prasekolah, rendah dan menengah. \par\p
ard\ql \li1097\sb1\sl-217\slmult0\tx2177 \up0 \expndtw0\charscalex100 b)\ul0\nos
upersub\cf16\f17\fs20 \ul0\nosupersub\cf2\f3\fs20 KKM: \tab \up0 \expndtw-4\c
harscalex100 1. Proses Saringan dan Diagnostik \par\pard\ql \li2177\sb13\sl-230\
slmult0 \up0 \expndtw-4\charscalex100 2. Intervensi awal \par\pard\ql \li1090\sb
1\sl-217\slmult0 \up0 \expndtw-4\charscalex100 c) KPWKM: 1. Pendidikan tidak f
ormal \par\pard\ql \li2378\sb13\sl-230\slmult0 \up0 \expndtw-4\charscalex100 2.
Intervensi awal \par\pard\ql \li1090\sb1\sl-217\slmult0 \up0 \expndtw-3\charscal
ex100 d) KPT: Pendidikan tinggi (tertiary education) \par\pard\qj \li736\sb0\s
l-230\slmult0 \par\pard\qj\li736\ri625\sb3\sl-230\slmult0\fi720 \up0 \expndtw-1\
charscalex100 Dengan adanya Dasar Pendidikan Wajib 2002, pendidikan peringkat se
kolah rendah untuk semua kanak-\line \up0 \expndtw0\charscalex100 kanak termasuk
kanak-kanak berkeperluan khas adalah wajib di negara ini. Ibu bapa yang gagal m
endaftar anak \line \up0 \expndtw0\charscalex100 dalam umur persekolahan peri

ngkat rendah boleh didakwa. Dasar ini diperkukuhkan lagi oleh Artikel \
up0 \expndtw0\charscalex100 8, \par\pard\qj \li736\ri628\sb12\sl-228\slmult0 \up
0 \expndtw-1\charscalex100 Perlembagaan Malaysia mengenai \u8216?Disabled Person
Act 2002\u8217? serta komitmen Malaysia dalam deklarasi-deklarasi \up0 \expndtw
-1\charscalex100 antarabangsa iaitu deklerasi \ul0\nosupersub\cf14\f15\fs20 Educ
ation for All (EFA) \ul0\nosupersub\cf2\f3\fs20 2000 dan \ul0\nosupersub\cf14\f1
5\fs20 Biwako Millenium Framework 2002\ul0\nosupersub\cf2\f3\fs20 . Ini bermakna
\up0 \expndtw0\charscalex100 kerajaan bertanggungjawab menyediakan pendidikan b
ersesuaian mengikut keperluan untuk semua kanak-kanak \up0 \expndtw0\charscalex1
00 termasuk golongan yang mempunyai kecacatan/ketidakupayaan. Untuk memenuhi tan
ggungjawab tersebut maka \up0 \expndtw0\charscalex100 KPM dan kementerian-keme
nterian lain yang dinyatakan di atas, memainkan peranan dalam menyediak
an \up0 \expndtw0\charscalex100 kemudahan pendidikan untuk kanak-kanak berkeperl
uan khas (Supiah Saad, 2010). \par\pard\ql \li736\sb0\sl-230\slmult0 \par\pard\q
l\li736\sb21\sl-230\slmult0 \up0 \expndtw-4\charscalex100 \ul0\nosupersub\cf12\f
13\fs20 3.\ul0\nosupersub\cf13\f14\fs20 \ul0\nosupersub\cf12\f13\fs20 Keperlu
an Pendidikan Inklusif \par\pard\qj \li736\sb0\sl-226\slmult0 \par\pard\qj\li736
\ri630\sb28\sl-226\slmult0\fi720 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\c
f2\f3\fs20 Pendekatan Pendidikan Inklusif dilaksanakan di sekolah tertentu
di seluruh negara bagi memenuhi \line \up0 \expndtw-1\charscalex100 keperl
uan murid dan juga permintaan ibu bapa. Dasar sedia ada yang diterima pakai seki
an lama memperuntukkan \line \up0 \expndtw0\charscalex100 hak mendapat pendidika
n formal bagi kanak-kanak berkeperluan khas, dan dasar tersebut diperkukuh oleh
dasar \line \up0 \expndtw0\charscalex100 \u8216?Pendidikan Wajib\u8217? dan \u
p0 \expndtw0\charscalex100 \u8216?Pendidikan untuk Semua\u8217? yang kini m
enjadi asas perkiraan dalam perancangan \par\pard\qj \li736\ri632\sb15\sl-22
6\slmult0 \up0 \expndtw0\charscalex100 pelaksanaan pendidikan khas di Malaysia.
Dengan termaterai dua dasar tersebut, pendekatan pendidikan inklusif \up0 \expnd
tw-1\charscalex100 menjadi perkara penting dalam menghadapi cabaran dan i
su-isu semasa pendidikan khas. Oleh itu terdapat \up0 \expndtw-3\charscale
x100 keperluan pendidikan inklusif dilaksanakan dalam arus perdana sistem pendid
ikan di Malaysia kerana merangkumi \up0 \expndtw-3\charscalex100 keperluan kes
amarataan hak asasi, keperluan pendidikan berkualiti dan keperluan sosial. \par\
pard\ql \li736\sb0\sl-230\slmult0 \par\pard\ql\li736\sb1\sl-230\slmult0 \up0 \ex
pndtw-4\charscalex100 \ul0\nosupersub\cf14\f15\fs20 3.1 Keperluan Kesamarataan h
ak asasi \par\pard\qj \li736\ri628\sb10\sl-230\slmult0\fi720 \up0 \expndtw-3\cha
rscalex100 \ul0\nosupersub\cf2\f3\fs20 Malaysia mengamalkan sistem pendidikan be
rpusat dan Kementerian Pelajaran bertanggungjawab terhadap \up0 \expndtw0\charsc
alex100 pembangunan dan pengurusan pendidikan formal untuk setiap kanak-kanak te
rmasuk individu berkeperluan khas \up0 \expndtw0\charscalex100 atau kurang upaya
. Dalam Akta Pendidikan 1996, konsep ketidakupayaan (disabled) adalah merangku
mi murid \up0 \expndtw-1\charscalex100 yang mempunyai masalah penglihatan, pende
ngaran dan masalah pembelajaran (Bahagian H, Seksyen 41). Secara \up0 \expndtw-2
\charscalex100 umumnya setiap individu berhak mendapat hak yang sama rat
a termasuklah keperluan pendidikan mengikut \up0 \expndtw-2\charscalex100 ke
upayaan masing- masing termasuklah untuk golongan kurang upaya. Ini kerana semua
kanak- kanak mempunyai \up0 \expndtw-2\charscalex100 hak untuk belajar dan didi
dik di persekitaran yang sama dengan rakan sebaya yang lain. \par\pard\qj \li736
\ri625\sb0\sl-230\slmult0\fi720 \up0 \expndtw0\charscalex102 Pelbagai deklarasi
antarabangsa menyokong bahawa pendidikan inklusif adalah suatu hak bagi kanak\up
0 \expndtw-1\charscalex100 kanak. Malahan mengasingkan kanak- kanak ke dalam kel
as khas juga adalah suatu diskriminasi. Akta Pendidikan \up0 \expndtw-2\charscal
ex100 Kebangsaan menyatakan bahawa pendidikan yang diberikan kepada rakyat Malay
sia adalah pelbagai dan skop yang \up0 \expndtw-3\charscalex100 komprehensif
agar memenuhi keperluan negara,
memupuk perpaduan negara melalui pemban
gunan budaya, \up0 \expndtw0\charscalex100 sosial,ekonomi dan politik selaras d
engan prinsip-prinsip Rukunegara. Oleh itu golongan bekeperluan khas juga \up0 \
expndtw0\charscalex100 seharusnya diberi peluang untuk sama- sama menikmati hak
kesamarataan termasuklah dalam aspek pendidikan \up0 \expndtw0\charscalex100 yan
g lebih berkualiti. Oleh itu keperluan pendidikan inklusif dan kaedah yang leb
ih sesuai bagi pendidikan ini \up0 \expndtw0\charscalex100 dalam setiap kategori
pendidikan khas haruslah dipertingkatkan untuk kemajuan golongan kurang upaya b
ukan \up0 \expndtw-4\charscalex100 sahaja dalam aspek pendidikan malahan segala
aspek lain. \par\pard\ql \li736\sb220\sl-230\slmult0 \up0 \expndtw-4\charscalex1
00 \ul0\nosupersub\cf14\f15\fs20 3.2 Keperluan Pendidikan Berkualiti \par\pard\s
ect\sectd\fs24\paperw10880\paperh14840\pard\sb0\sl-240{\bkmkstart Pg4}{\bkmkend
Pg4}\par\pard\ql \li2484\sb0\sl-184\slmult0 \par\pard\ql\li2484\sb0\sl-184\slmul
t0 \par\pard\ql\li2484\sb0\sl-184\slmult0 \par\pard\ql\li2484\sb116\sl-184\slmul
t0 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf8\f9\fs16 Noorizah Mohd. Noor
et.al/ Procedia - Social and Behavioral Sciences 00 (2012) 000-000 \par\pard\qj
\li736\sb0\sl-230\slmult0 \par\pard\qj\li736\ri633\sb8\sl-230\slmult0\fi360 \up
0 \expndtw-1\charscalex100 \ul0\nosupersub\cf2\f3\fs20 Pendidikan mempunyai pera
nan penting dalam menjayakan wawasan negara demi untuk mencapai taraf negara \up
0 \expndtw0\charscalex106 maju sepenuhnya dan segi kemajuan ekonomi, keadilan so
sial, dan kekuatan rohani, moral dan etika, ke arah \up0 \expndtw-1\charscalex10
0 mewujudkan suatu masyarakat yang bersatupadu, demokratik, liberal dan dinamik.
Sistem pendidikan yang bertaraf \up0 \expndtw0\charscalex100 dunia seharusnya
memperkembangkan potensi individu sepenuhnya dan mencapai aspirasi gagas
an sesebuah \up0 \expndtw0\charscalex100 Negara. Oleh itu pendidikan inklusif m
erupakan strategi jangka masa panjang yang baik untuk meningkatkan taraf \up0 \e
xpndtw0\charscalex104 pendidikan golongan bekeperluan khas di Negara kita. Ini k
erana pendidikan seharusnya menjadi asset kepada \up0 \expndtw0\charscalex100 se
tiap individu termasuklah golongan bekeperluan khas. Ketidakupayaan tidak
boleh dijadikan alasan untuk \up0 \expndtw0\charscalex100 keciciran mendapa
tkan pendidikan kerana pelbagai kaedah boleh dilaksanakan dalam menyediakan perk
hidmatan \up0 \expndtw0\charscalex100 kepada golongan bekeperluan khas . \par\pa
rd\qj \li736\ri614\sb10\sl-230\slmult0\fi360 \up0 \expndtw-1\charscalex100 Pendi
dikan inklusif memberi peluang kepada individu untuk berada dalam perse
kitaran masyarakat yang \up0 \expndtw-1\charscalex100 sebenar melalui sistem
pendidikan. Situasi ini membantu pelajar untuk berinteraksi dengan per
sekitaran yang \up0 \expndtw0\charscalex100 pelbagai serta melatih diri berhada
pan dengan kehidupan masa depan kelak. Kajian menunjukkan bahawa kanak\up0 \ex
pndtw0\charscalex100 kanak menunjukkan prestasi akademik dan sosial yang lebih t
inggi apabila mereka belajar dalam suatu persekitaran \up0 \expndtw-2\charscalex
100 yang sama. Oleh itu pendidikan inklusif perlu dilaksanakan bukan sahaja di s
ekolah- sekolah yang terpilih namun di \up0 \expndtw0\charscalex104 setiap sek
olah dan pusat- pusat biasa untuk memudahkan akses pendidikan kepada golongan be
keperluan khas. \up0 \expndtw-1\charscalex100 Pendidikan Inklusif juga sebenarny
a menjimatkan banyak masa, tenaga dan material kepada pelbagai pihak seperti \
up0 \expndtw0\charscalex102 pelajar, keluarga, guru, sekolah dan kerajaan.
Ini kerana pendidikan inklusif menjadi sebahagian daripada \up0 \expndtw0
\charscalex102 pendidikan arus perdana di Negara kita. \par\pard\ql \li736\sb230
\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf14\f15\fs20 3.3\
ul0\nosupersub\cf15\f16\fs20 \ul0\nosupersub\cf14\f15\fs20 Keperluan Sosial \p
ar\pard\qj \li736\ri629\sb2\sl-264\slmult0\fi360 \up0 \expndtw0\charscalex103 \u
l0\nosupersub\cf2\f3\fs20 Pendidikan Inklusif bukan sahaja bertujuan untuk menye
diakan perkhidmatan pendidikan kepada golongan \up0 \expndtw0\charscalex100 beke
perluan khas malahan untuk mewujudkan hubungan kemanusiaan di antara ah
li masyarakat. Ini kerana \up0 \expndtw0\charscalex103 realitinya masyarakat
terutamanya kanak- kanak tidak didedahkan dengan golongan kurang upaya sehinggak
an \up0 \expndtw0\charscalex100 menimbulkan sikap prejudis, takut dan tidak pedu
li terhadap golongan bekeperluan khas. Pelaksanaan Pendidikan \up0 \expndtw0\cha
rscalex100 Inklusif dalam sistem pendidikan arus perdana mengajar kanak- kanak u
ntuk menerima golongan bekeperluan khas \up0 \expndtw0\charscalex100 secara lebi
h semulajadi. Pendidikan inklusif berpotensi untuk mengurangkan rasa takut dan m
embina persahabatan, \up0 \expndtw0\charscalex103 rasa hormat dan sikap memahami
terhadap OKU. Ini kerana semua individu memerlukan pendidikan yang akan \up0 \e
xpndtw-1\charscalex100 membantu mereka membina persahabatan dan persediaan untuk
kehidupan di arus perdana. Bagi tujuan jangkamasa \up0 \expndtw-1\charscalex100
panjang pendidikan inklusif membantu pelajar bekelerluan khas untuk ber

fungsi ke tahap optimum mengikut \up0 \expndtw-1\charscalex100 kemampuan dir
i sendiri serta mengurangkan kebergantungan kepada orang lain. \par\pard\ql \li7
36\sb0\sl-230\slmult0 \par\pard\ql\li736\sb0\sl-230\slmult0 \par\pard\ql\li736\s
b5\sl-230\slmult0 \up0 \expndtw-4\charscalex100 \ul0\nosupersub\cf12\f13\fs20 5.
0 Isu dan Cabaran Pendidikan Inklusif \par\pard\qj \li736\sb0\sl-228\slmult0 \pa
r\pard\qj\li736\ri627\sb4\sl-228\slmult0 \up0 \expndtw0\charscalex100 \ul0\nosup
ersub\cf2\f3\fs20 Pelaksanaan Pendidikan Inklusif dalam sistem Pendidikan arus p
erdana merupakan matlamat yang ingin dicapai \line \up0 \expndtw0\charscalex102
dalam meletakkan pendidikan Malaysia bertaraf dunia. Namun terdapat pelb
agai isu dan cabaran dalam \line \up0 \expndtw-3\charscalex100 melaksanakan
pendidikan Inklusif secara sepenuhnya di setiap sekolah. Antara faktor yang menj
adi kekangan utama \line \up0 \expndtw-2\charscalex100 ialah sumber yang terhad,
sikap yang negatif dan kurangnya guru-guru terlatih dalam melaksanakannya (Ysse
ldyke \line \up0 \expndtw0\charscalex100 dan Alozzine, 1982). Selain itu juga k
ajian Mohd Najib, 2006 yang meninjau pendapat guru Pendidikan Khas \line \up0
\expndtw0\charscalex100 berkaitan pendidikan Inklusif mendapati cabaran dan isu
yang dihadapi sering dihadapi termasuklah: \par\pard\ql \li736\sb0\sl-230\slmul
t0 \par\pard\ql\li736\sb121\sl-230\slmult0\tx1457 \up0 \expndtw-4\charscalex100
a. \tab \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf12\f13\fs20 Pembahagian
tugas\ul0\nosupersub\cf2\f3\fs20 : Guru bilik darjah biasa tidak memberi sokong
an dan kerjasama kepada pengajaran \par\pard\ql \li1457\sb30\sl-230\slmult0 \up0
\expndtw-3\charscalex100 pemulihan dan murid-murid berpendidikan khas yang dile
takkan dalam kelas inklusif. \par\pard\ql \li736\sb50\sl-230\slmult0\tx1457 \up0
\expndtw-4\charscalex100 b. \tab \up0 \expndtw-3\charscalex100 \ul0\nosupersub\
cf12\f13\fs20 Penyelarasan pengajaran\ul0\nosupersub\cf2\f3\fs20 : Terdapat j
urang perhubungan antara guru bilik darjah biasa dengan guru \par\pard\q
j \li1457\ri636\sb6\sl-260\slmult0 \up0 \expndtw-3\charscalex100 Pendidikan Khas
. Guru Pendidikan Khas memisahkan diri dan pengajaran daripada kurikulum biasa.
Tidak \up0 \expndtw-3\charscalex100 ada penyelarasan antara isi kurikulum ke
las biasa dengan kelas pemulihan. Keadaan ini menjejaskan \up0 \expndtw-3
\charscalex100 pembelajaran murid. \par\pard\ql \li736\sb25\sl-230\slmult0\tx145
7 \up0 \expndtw-4\charscalex100 c. \tab \up0 \expndtw-2\charscalex100 \ul0\nosup
ersub\cf12\f13\fs20 Tanggungjawab \ul0\nosupersub\cf2\f3\fs20 : Guru kelas biasa
menjauhkan diri dari terlibat dengan program khas pemulihan. Banyak \par\pard\q
j \li1457\ri638\sb26\sl-260\slmult0 \up0 \expndtw-2\charscalex100 kajian menunju
kkan bahawa terdapat kurang kerjasama yang ditunjukkan oleh guru kelas biasa ini
dan ini \up0 \expndtw-2\charscalex100 didapati salah satu yang menjadi faktor m
urid-murid menghadapi masalah dalam pembelajaran. \par\pard\sect\sectd\fs24\pape
rw10880\paperh14840\pard\sb0\sl-240{\bkmkstart Pg5}{\bkmkend Pg5}\par\pard\ql \l
i2947\sb0\sl-184\slmult0 \par\pard\ql\li2947\sb0\sl-184\slmult0 \par\pard\ql\li2
947\sb0\sl-184\slmult0 \par\pard\ql\li2947\sb116\sl-184\slmult0 \up0 \expndtw-1\
charscalex100 \ul0\nosupersub\cf8\f9\fs16 Author name / Procedia - Social and Be
havioral Sciences 00 (2012) 000-000 \par\pard\ql \li736\sb0\sl-230\slmult0 \par\
pard\ql\li736\sb8\sl-230\slmult0\tx1457 \up0 \expndtw-4\charscalex100 \ul0\nosup
ersub\cf2\f3\fs20 d. \tab \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf12\f13
\fs20 Beban tugas\ul0\nosupersub\cf2\f3\fs20 : Guru Pendidikan Khas banyak dibe
rikan tugas ko-kurikulum dan lain-lain apabila mereka \par\pard\qj \li1457\ri637
\sb0\sl-280\slmult0 \up0 \expndtw0\charscalex102 tidak dapat menjalankan tugas d
engan sempurna, ia memberi gambaran yang negatif kepada guru lain \up0 \expndtw4\charscalex100 sebagai tidak bertanggungjawab dan tidak bekerjasama. \par\pard\
ql \li736\sb11\sl-230\slmult0\tx1457 \up0 \expndtw-4\charscalex100 e. \tab \up0
\expndtw-3\charscalex100 \ul0\nosupersub\cf12\f13\fs20 Alatan / Kelengkapan\ul0\
nosupersub\cf2\f3\fs20 : Keadaan bilik darjah untuk murid-murid Pendidikan Khas
yang jauh terasing, atau \par\pard\qj \li1457\ri640\sb6\sl-260\slmult0 \up0 \ex
pndtw0\charscalex104 ditempat yang tidak selesa seperti dibawah tangga, dekat de
ngan kantin, dan bilik yang terlalu kecil. \up0 \expndtw-4\charscalex100 Kelengk
apan asas juga tidak ada, atau tidak mencukupi. \par\pard\ql \li736\sb45\sl-230\
slmult0\tx1457\tx7358 \up0 \expndtw-4\charscalex100 f. \tab \up0 \expndtw-1\char
scalex100 \ul0\nosupersub\cf12\f13\fs20 Hubungan dengan guru besar \ul0\nosup
ersub\cf2\f3\fs20 dalam program Pendidikan Khas \tab \up0 \expndtw0\charscal

ex100 : Guru besar kurang mendapat \par\pard\qj \li1457\ri627\sb1\sl-266\slm
ult0 \up0 \expndtw0\charscalex100 pendedahan mengenai program pemulihan atau
kelas Pendidikan Khas. Keadaan ini ada kalanya \line \up0 \expndtw0\char
scalex100 menjadikan guru besar menganggap kerja dan tanggungjawab guru Pendidik
an Khas senang dan ringan. \line \up0 \expndtw-2\charscalex100 Oleh itu mereka d
iberikan tugas lain seperti menjadi Guru Sumber atau bilik sumber, atau jawatanjawatan \line \up0 \expndtw-3\charscalex100 lain. \par\pard\li736\sb28\sl-230\sl
mult0\fi0\tx1457 \up0 \expndtw-1\charscalex100 g.\tab \up0 \expndtw0\charscalex1
00 \ul0\nosupersub\cf12\f13\fs20 Hubungan dengan ibubapa \ul0\nosupersub\cf2\f3\
fs20 yang mempunyai anak istimewa: Ibubapa kurang menunjukkan minat dalam\par\pa
rd\li736\sb36\sl-230\slmult0\fi720 \up0 \expndtw-1\charscalex100 pembelajaran an
ak-anak istimewa ini. Sebagai contoh,\par\pard\qj \li1457\ri637\sb20\sl-230\slmu
lt0 \up0 \expndtw-2\charscalex100 tidak datang berjumpa guru walaupun dimin
ta untuk datang berjumpa dengan guru. Hal ini adalah \up0 \expndtw0\char
scalex100 disebabkan ibubapa tidak diberi penerangan tentang fungsi kelas
pemulihan atau kelas khas yang \up0 \expndtw-1\charscalex100 dijalankan un
tuk anak-anak mereka. \par\pard\ql \li736\sb0\sl-230\slmult0 \par\pard\ql\li736\
sb40\sl-230\slmult0 \up0 \expndtw-4\charscalex100 \ul0\nosupersub\cf12\f13\fs20
6.0 Penutup \par\pard\qj \li736\sb0\sl-229\slmult0 \par\pard\qj\li736\ri627\sb2\
sl-229\slmult0\fi720 \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf2\f3\fs20 Pe
mbaharuan perlu dibuat bagi memastikan kejayaan pendidikan inklusif dan di akui
untuk mengubah \up0 \expndtw0\charscalex100 sikap itu untuk menerima pendidi
kan inklusif bukannya mudah untuk memenuhi keperluan kanak-kanak \up0 \ex
pndtw-2\charscalex100 berpendidikan khas. Untuk kelas inklusif yang berjaya
, guru biasa dan guru Pendidikan Khas perlu memberi \up0 \expndtw-3\charsc
alex100 penekanan terhadap komunikasi semua guru yang terlibat dalam program ini
mesti bersikap jujur dan terbuka dalam \up0 \expndtw-3\charscalex100 menangani
segala masalah dan peranan yang timbul. Guru-guru yang terlibat dalam
kelas inklusif hendaklah \up0 \expndtw0\charscalex100 bersedia untuk menghada
pi sebarang rintangan dan halangan yang mendatang. Mereka juga perlu belajar unt
uk \up0 \expndtw0\charscalex100 berkompromi dan juga membuat sesuatu yang berlai
nan sama sekali daripada yang dirancangkan. Disamping itu \up0 \expndtw-2\charsc
alex100 juga guru kelas biasa dan guru kelas Pendidikan Khas perlu bekerjasama d
an menerima kanak-kanak berpendidikan \up0 \expndtw-2\charscalex100 khas yang me
mpunyai berbagai-bagai perbezaan individu. Pelaksanaan Pendidikan Inklusif memer
lukan kerjasama \up0 \expndtw-2\charscalex100 semua pihak agar keberkesanan prog
ram yang dilaksanakan dapat dihasilkan. Pendidikan Inklusif memberi peluang \up0
\expndtw0\charscalex102 ke arah pemantapan sistem pendidikan untuk golongan bek
eperluan khas di Negara kita sekaligus mengangkat \up0 \expndtw-4\charscalex100
martabat pendidikan Malaysia dipersada dunia. \par\pard\sect\sectd\fs24\paperw10
880\paperh14840\pard\sb0\sl-240{\bkmkstart Pg6}{\bkmkend Pg6}\par\pard\ql \li248
4\sb0\sl-184\slmult0 \par\pard\ql\li2484\sb0\sl-184\slmult0 \par\pard\ql\li2484\
sb0\sl-184\slmult0 \par\pard\ql\li2484\sb116\sl-184\slmult0 \up0 \expndtw-1\char
scalex100 \ul0\nosupersub\cf8\f9\fs16 Noorizah Mohd. Noor et.al/ Procedia - Soci
al and Behavioral Sciences 00 (2012) 000-000 \par\pard\ql \li736\sb0\sl-230\slmu
lt0 \par\pard\ql\li736\sb8\sl-230\slmult0 \up0 \expndtw-4\charscalex100 \ul0\nos
upersub\cf12\f13\fs20 RUJUKAN \par\pard\ql \li736\sb230\sl-230\slmult0 \up0 \exp
ndtw-4\charscalex100 \ul0\nosupersub\cf2\f3\fs20 Akta Pendidikan 1996 \par\pard\
qj \li736\ri3971\sb222\sl-240\slmult0 \up0 \expndtw-3\charscalex100 Ainscow, M (
1977) : Towards inclusive schooling British Jornal of Special \up0 \expndtw-4\ch
arscalex100 Education Vol. 24. No. 1 (pp. 3-6) \par\pard\ql \li736\sb229\sl-230\
slmult0 \up0 \expndtw-3\charscalex100 Culatta, R.A. & Tompkins, JR., \u8220? Fun
damentals of Special Education \u8221?, 1999\ul0\nosupersub\cf16\f17\fs20 . \par
\pard\qj \li736\sb0\sl-220\slmult0 \par\pard\qj\li736\ri2449\sb19\sl-220\slmult0
\tx1457 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf2\f3\fs20 Lokman Mohd Ta
hir & Nurul Qistin Mustafa. 2009. \ul0\nosupersub\cf14\f15\fs20 Pendidikan Tekni
k dan Vokasional untuk \line\tab \up0 \expndtw-3\charscalex100 Pelajar Berkeperl
uan Khas\ul0\nosupersub\cf2\f3\fs20 . Jurnal Pendidik dan Pendidikan, jil. 24, 7
3-87. \par\pard\qj \li736\ri2534\sb224\sl-240\slmult0\tx1457 \up0 \expndtw-3\cha
rscalex100 Liew Ping Yee & Manisah Mohd. Ali. 2008. \ul0\nosupersub\cf14\f15\fs2
0 Amalan Program Intervensi Awal Kanak-kanak \line\tab \up0 \expndtw-4\charscale
x100 Autistik Mengikut Perspektif Ibu Bapa\ul0\nosupersub\cf2\f3\fs20 . Jurnal P
endidikan 33, 19-33. \par\pard\qj \li736\sb0\sl-220\slmult0 \par\pard\qj\li736\r
i2305\sb17\sl-220\slmult0\tx1457 \up0 \expndtw-3\charscalex100 Mohd Najib Ghafar
& Sanisah Jahaya. 2006. \ul0\nosupersub\cf14\f15\fs20 Bias Pengajaran Guru dala
m Pelajaran Khas dan \line\tab \up0 \expndtw-4\charscalex100 Pelajaran Normal\ul
0\nosupersub\cf2\f3\fs20 . Sabah: Annual Conference on Teacher Education. \par\p
ard\qj \li736\ri2423\sb224\sl-240\slmult0\tx1457 \up0 \expndtw-3\charscalex100 S
upiah Saad. 2010. \ul0\nosupersub\cf14\f15\fs20 Komitmen dan Peranan Guru dalam
Pelaksanaan Pendekatan Pendidikan \line\tab \up0 \expndtw-3\charscalex100 Inklus
if di Malaysia\ul0\nosupersub\cf2\f3\fs20 . Jabatan Pendidikan Khas, Kementerian
Pelajaran Malaysia. \par\pard\ql \li736\sb229\sl-230\slmult0 \up0 \expndtw-3\ch
arscalex100 Sabilah Binti Wahab. 2006\ul0\nosupersub\cf14\f15\fs20 . Persepsi Pe
lajar Pendidikan Khas Bermasalah Pembelajaran \par\pard\qj \li1457\ri2509\sb0\sl
-240\slmult0 \up0 \expndtw-3\charscalex100 Terhadap Mata Pelajaran Kemahiran Hid
up di Tiga Buah Sekolah di Daerah Johor \up0 \expndtw-4\charscalex100 Baru\ul0\n
osupersub\cf2\f3\fs20 . Sekudai: Universiti Teknologi Malaysia. \par\pard\sect\s
ectd\fs24}

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{\rtf1{\fonttbl

{\f2 Arial Narrow Bold;}

2\fs28 Sciences\par\pard\ql \li7876\sb0\sl-184\slmult0 \par\pard\ql \li20\sb4\sl

- Social and Behavioral Sciences 00 (2012) 000-000 \par\pard\qj \li736\sb0\sl-2

ta menyedari potensi \up0 \expndtw-1\charscalex100 diri sendiri sebagai individu

endaftar anak \line \up0 \expndtw0\charscalex100 dalam umur persekolahan peri

panjang pendidikan inklusif membantu pelajar bekelerluan khas untuk ber

ersub\cf2\f3\fs20 dalam program Pendidikan Khas \tab \up0 \expndtw0\charscal

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