1 UNIT 1

EDUCATING THE EXCEPTIONAL CHILDREN OR CHILDREN WITH SPECIAL NEEDS

ORGANIZING KNOWLEDGE This first chapter introduces you to an area of education that has greatly affected the lives of countless children in positive way. Together we will take a look at the radical change of thought that has taken place, not only in this country, but also in other parts of the world. This, in turn, has influenced our understanding of how we identify children who require special needs. Here you will see the unfolding scenario that greatly affects all of us as we are being introduced to various groups who are directly or indirectly associated with these children. They include parents, educators, legislators, and even our leaders. But in the very central spotlight are the children who are exceptional or who need special services. As you become acquainted with new terminology, keep your focus on the ma or trends outlined, especially as these are interwoven into later chapters, as they highlight issues related to groups of children with specific needs or exceptionalities.

Focusing Ques ions !. How have perspectives on treating individuals with special needs changed over time" #. $hat are the ma or forces that affect individuals with special needs development" %. How have families been instrumental in obtaining services for individuals with special needs or exceptional children" &. $hat trends show that individuals with special needs or exceptional individuals are becoming more integrated into society"

C!"# e$ Ou %ine !. $ho are the individuals with special needs or exceptional children" #. 'haracteristics of those with special needs or (xceptional 'hildren
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2 %. )dentifying students with special needs &. *ethods of educational provisions +. )nstructional strategies ,. 'hanging perspectives on special needs children or exceptional children -. (nvironmental influences on special needs children or exceptional individuals .. /amilies of special needs children or exceptional children 0. The special needs children and the school !1. The special needs children in the society !!. )ssues 2elated To The 3pecial 4eeds 'hildren !#. )nclusive (ducation in *alaysia5 'ountry 2eport

1' W!o A$e !e E(ce# ion"% C!i%&$en o$ C!i%&$en )i ! S#eci"% Nee&

S#eci"% e&uc" ion is the education of students with special needs or exceptional children in a way that addresses the students6 individual differences and needs. )deally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self7sufficiency and success in school and community. 3ome of the common special needs of these children include5 challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. 3pecial needs students benefit from additional educational services such as different approaches to teaching, use of technology, a specifically adapted teaching area, or resource room. $e define a child or normal child in !8 mental characteristics, #8 sensory abilities, %8 communication abilities, &8 behavior and emotional development, &8 children with multiple and severe handicapping conditions, or
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ith s!ecial needs or e"ce!tional child as a child who differs from the average

3 +8 physical characteristics. These differences must occur to such an extent that in order to develop his or her unique capabilities, the child requires a modification of school practices, or special educational services. 9erhaps the definition given is quite general. :ou might be asking5 what is meant by a#era$e or nor%al& $hat is special education" How do we decide whether the child requires special education services or not"

*' CHARACTERISTICS OF SPECIAL NEEDS OR EXCEPTIONAL CHILDREN

'hildren are considered educationally exceptional only when it is necessary to alter the educational program. As an example, a child is considered exceptional if he or she is unable to read or to master learning in the traditional way; or a child becomes bored by what is being taught in the classroom because he or she is far ahead of others. The term e"ce!tional child can mean different things in education, in psychology, or in other disciplines. )n education we usually group children of similar characteristics for instructional purposes. groupings are as follow5 !. )ntellectual differences5 This includes children who have high intellectual abilities as well as those who are slow to learner #. 3ensory differences5 This includes children with auditory or visual impairments or disabilities %. 'ommunication differences5 This includes children with learning disabilities, or speech and language disabilities &. Behavior differences5 This includes children who are emotionally disturbed or socially malad usted 3ome typical

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4 +. 'hildren with multiple and severe handicapping conditions5 This includes children with combinations of impairments <for example 7 cerebral palsy and mental retardation; deafness and blindness8 ,. 9hysical differences. This includes children with non7sensory disabilities that impede mobility and physical vitality $hen discussing a child as learner, we need to look at the complete portrait of the child itself, including the social and family context in which the child lives. These are the complex and unique forces which influence the child individuality. =nce we recogni>e this, it is easier to choose the most appropriate instructional strategies and the most suitable learning environment.

,' IDENTIF-ING STUDENTS WITH SPECIAL NEEDS

3ome children are easily identified as candidates for special needs from their medical history 7 diagnosed with a genetic condition that is associated with mental retardation, brain damage, developmental disorder, visual or hearing disabilities, or other disabilities. ?ess obvious identification are students with learning difficulties. Two primary methods have been used for identifying them5 i. discrepancy model + depends on the teacher noticing that the students6 achievements are noticeably below what is expected, and ii. response to intervention model 7 which advocates to earlier intervention. )n the discre!anc' %odel( a student recei#es s!ecial educational ser#ices for a s!ecific learning difficulty <3?@8 if the child has at least normal intelligence, and his academic achievement is below what is expected of with his or her intelligent quotient <)A8.. The discrepancy model recently has been critici>ed among researchers because diagnosing 3?@s on the basis of the discrepancy between achievement and )A does not predict the

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5 effectiveness of treatment. ?ow academic achievers who also have low )A appear to benefit from treatment ust as much as low academic achievers who have normal or high intelligence.

Therefore an alternative approach has been identified. This approach i. ii. identifies children who are having difficulties in school in their first or second year after starting school. provides problematic children with assistance such as participating in a reading remediation program. iii. focuses on responses of these children on the intervention provided, then determines whether they are designated as having a learning disability. iv. ensures that those few who still have trouble may then receive designation and further assistance. *any experts believe that i. ii. early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses and iii. most parents and teachers place undue emphasis on academics

)n helping these children, their individual needs should be given a priority. 3ome of the critical issues need to be taken into considerations are5 i. ii. 3ervices for these children should be customi>ed to address each individual student6s unique needs. 3pecial educators should provide a continuum of services, in which students with special needs receive services in varying degrees based on their individual needs

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6 iii. 9rograms need to be individuali>ed so that they address the unique combination of needs in a given student iv. (ducational professionals need to use )ndividuali>ed (ducation 9rograms <)(98 when referring to a studentBs need v. They are being assessed for educational purposes i.e. to determine their specific strengths and weaknesses vi. All placement, resources, and goals are determined on the basis of the student6s needs

vii.

3hould plan for accommodations and modifications to the regular program which include changes in curriculum, supplementary aides or equipment, and the provision of speciali>ed physical adaptations that allow students to participate in the educational environment to the fullest extent possible

/' 0ETHODS OF EDUCATIONAL PRO1ISION

This can be broadly grouped into four categories, <using 4orth American terminology85 i. Inc%usion. 3tudents with special educational needs spend all, or at least more than half, of the school day with students who do not have special educational needs. 3ince inclusion can require substantial modification of the general curriculum, most schools use it only for selected students with mild to moderate special needs. 3peciali>ed services may be provided inside or outside the regular classroom, depending on the type of service. 3tudents may occasionally leave the regular classroom to attend smaller, more intensive instructional sessions in a resource roo%( or to receive other related services that might require speciali>ed equipment or might be disruptive to the rest of the class, such as s!eech and lan$ua$e thera!'( occu!ational thera!'( !h'sical thera!'( or might require greater privacy, such as counseling sessions with a social orker.

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7 ii. 0"ins $e"2ing. The practice of educating students with special needs in classes with non7disabled students during specific time periods based on their skills. iii. Seg$eg" ion. The practice of educating students in a separate classroom or special school. 3ome of the typical features are5 students with special needs spend no time in classes with non7disabled students students may attend the same school where regular classes are provided, but spend all instructional time exclusively in a separate classroom for students with special needs if their special class is located in an ordinary school, they may be provided opportunities for social integration outside the classroom, e.g., by eating meals with non7disabled students iv. E(c%usion. A student who does not receive instruction in any school is thus e"cluded from school. (xclusion may be described as Those children with special needs which have been excluded from school, and such exclusion may still occur where there is no legal mandate for special education services, such as in developing and under developed countries 'hildren who are sick and need to be hospitali>ed; housebound children, or those detained by the criminal ustice system. These children may receive one7 on7one instruction or group instruction in hospital, at home, or the place where they are being detained. However, students who have been sus!ended or e"!elled from schools are not considered e"cluded in this sense.

3' INSTRUCTIONAL STRATEGIES

@ifferent instructional techniques are used for some students with special educational needs. )nstructional strategies are classified as being either accommodations o$ modifications. An "cco22o&" ion is a reasonable ad ustment to teaching practices so that the student learns the same material, but in a format that is accessible to the student. Accommodations may be
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8 classified by whether they change the presentation, response, setting, or scheduling. /or example, the school may accommodate a student with visual impairments by providing a large print textbook. This is known as a presentation accommodation. (xamples of accommodations
i.

Res#onse "cco22o&" ion' Typing homework assignments rather than hand7writing them <considered a modification if the sub ect is learning to write by hand8. =r by having someone else write down answers given verbally.

ii.

P$esen " ion "cco22o&" ion. ?istening to audio books rather than reading printed books. Agencies like 2ecording for the Blind and @yslexic and 24)B 4ational ?ibrary service in the CD provide a variety of titles on tape and '@. These may be used as substitutes for the text, or as supplements intended to bolster the students6 reading fluency and phonetic skills. 3imilar options include designating a person to read text to the student, or providing text to speech software. =thers include designating a person to take notes during lectures, using a talking calculator rather than one with only a visual display.

iii. Se ing "cco22o&" ion. Taking a test in a quieter room. *oving the class to a room

that is physically accessible, e.g., on the first floor of a building or near an elevator; or arranging seating assignments to benefit the student, e.g., by sitting at the front of the classroom.
iv. Sc!e&u%ing "cco22o&" ions. 3tudents may be given rest breaks or extended time on

tests <may be considered a modification, if speed is a factor in the test8. All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end of formal schooling. A 2o&i4ic" ion c!"nges o$ "&"# s !e 2" e$i"% o 2"5e i si2#%e$ . *odifications may change what is learned, how difficult the material is, what level of mastery the student is expected to achieve, whether and how the student is assessed, or any another aspect of the curriculum. /or example, the school may modify a reading assignment for a student with
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9 reading difficulties by substituting a shorter, easier book. A student may receive both accommodations and modifications. (xamples of modifications

i.

S5i##ing su67ec s. 3tudents may be taught less information than typical students, skipping over material that the school deems inappropriate for the student6s abilities or less important than other sub ects. /or example, students whose fine motor skills are weak may be taught to print block letter and not cursive handwriting.

ii. Si2#%i4ie& "ssign2en s. 3tudents may read the same literature as their peers but have a simpler version, for example 3hakespeare with both the original text and a modern paraphrase available. iii. S!o$ e$ "ssign2en s. 3tudents may do shorter homework assignments or take shorter, more concentrated tests, e.g. !1 math problems instead of %1. iv. E( $" "i&s. )f students have deficiencies in working memory, a list of vocabulary words, called a not. v. E( en&e& i2e. 3tudents with lower processing speed may benefit from extended time in assignments andEor tests in order to comprehend questions, recall information, and synthesi>e knowledge. )n addition to how the student is taught the academic curriculum, schools may provide non7 academic services to the student. These are intended ultimately to increase the student6s personal and academic abilities. 2elated services include developmental, corrective, and other supportive services as are required to assist a student with special needs. This includes speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology services, other appropriate
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ord )ank, can be provided during tests, to reduce lack of recall and increase

chances of comprehension. 3tudents might use a calculator when other students are

10 developmental or corrective support services, appropriate access to recreation and other appropriate support services. )n some countries, most related services are provided by the schools; in others, they are provided by the normal healthcare and social services systems. As an example, students who have autistic spectrum disorder, poor impulse control, or other behavioral challenges may learn self7management techniques, be kept closely on a comfortingly predictable schedule, or given extra cues to signal activities.

8' CHANGING PERSPECTI1ES ON SPECIAL NEEDS CHILDREN )n the nineteenth and twentieth century, medical profession was the first profession that gave significant attention to exceptional children. The attention was on the unique characteristics of the children that helped to diagnose their condition and treatment. They gave very little attention to the environment, the family, the culture and its influences on those children. /or example if a child was blind or mental retarded, it was accepted that the problem was entirely within the child. The basic problem was to find ways to help the child adapt to the surrounding world. As programs for exceptional children expanded, it became clear that exceptional child involved a mix of the individualBs characteristics which needed to take into account the demands of the environment on each individual. $ith this, the concept of exceptionality moved from " 2e&ic"% 2o&e%, which implies a physical condition or disease within the patient, to an eco%ogic"% 2o&e% which sees the exceptional child in complex interaction with environmental forces.

9' EN1IRON0ENTAL INFLUENCES ON SPECIAL NEEDS CHILDREN EN1IRON0ENTAL INFLUENCES ON SPECIAL NEEDS )n order to understand exceptional children, we have to understand the environment in which the child exists. The child is at the center of a complex network of forces5 the family, the school, and the larger society. As the child develops, the impact of each of these forces changed. /or example, the
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11 family may be very important in early years, but in later years, school and society become more important. (ven though t he influence of parents on the child is undisputable, bur psychologists and educators also believe that children have a powerful influence on their parents. A child who is hyperactive or has difficulty giving attention can create negative reaction among other members of the family. This will increase the child problem. Thus we need to look at both the effects of the family and the personal characteristics on the child. =n the other hand, the school environment exerts a significant influence on the developing individual. 3ocial forces and values can also influence exceptional children. The acceptance or non acceptance of the society on the handicapped children can affect the parents to cope with the exceptional child. Thus we can say that family, school, and society leave greater impact on the ability to cope with exceptionality than the individual or the nature of the exceptionality itself.

:' FA0ILIES OF SPECIAL NEEDS CHILDREN =ne of the important elements in the ecological setting of any child is the family. /or the exceptional child, the critical role of the family environment is more visible. /or normal or able7 bodied person, it is difficult to understand what it is like to have a handicapping condition. $e can try to understand physical handicap, blindness and deafness through simulation. But still to those who have been handicapped from birth they do not have the visual, auditory and motor memories to help them. )n fact it is harder to imagine what it is like to be mentally retarded F i.e. not to understand what is going on around them. )magine failing at almost every tasks and what that does to an individual. 3imilarly it is hard to grasp the problems of the gifted of superior ability child, who cannot understand why others cannot see what is so obvious to him or her. Having exceptional children can happen to anyone, regardless of educational background, family status or financial standing. 3ociety at large has begun to appreciate the pain and stress of parents having a child who is handicapped, and to reali>e the important of external support to maintain their equilibrium under those circumstances. *ost parents with a severely handicapped child must cope with at least two ma or crises. The first is the symbolic death of the child who was to be F the loss of their dreams and hopes. (xpectant parents have high hope for the unborn child F for success, for education, and for financial security. The second crisis is more challenging5 the problem of providing daily care for
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12 their exceptional child. /or example, the child who is autistic or cerebral palsied is often difficult to feed, to dress, and to put to bed. The thought that the child is not going to go through normal developmental process weighs heavily on them.

;' THE SPECIAL NEEDS CHILDREN AND THE SCHOOL

3chool is not only a center for learning but also a social training ground. 3chool provides opportunities for the child to develop skills and knowledge that will allow him to adapt to the society, to respond to adult requirements, to interact with his peers, to form friendships, and to learn how to work cooperatively with others. /or exceptional children school becomes particularly important in getting special kinds of assistance to become productive adults. 3chools should carry out the responsibilities of providing a free public education for all children. )n the past handicapped students have been deprived of the education because of the perception that these children did not fit into the established program. However in recent decades the schools have accepted their role more positively in giving equal education for all.

1<' THE SPECIAL NEEDS CHILDREN IN THE SOCIET-

The most revolutionary changes over the last few decades were the societyBs view and acceptance of exceptional individuals as contributing members of society. However, it is helpful to understand the history of special needs children. The concept of giving education to every child to the highest performance possible is relatively new idea. The use of the term exceptional is itself a reflection of radical change in societyBs view of those who differ from the norm. There are roughly four stages in the development of social attitudes toward children and adult with handicaps5
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13 !. @uring the pre7'hristian era where handicapped children were neglected or mistreated. #. @uring the spread of 'hristianity, those children were protected and pities. %. )n the eighteenth and nineteenth centuries where institutions started to be established to provide separate education for exceptional children &. )n the latter part of twentieth century, we see a movement toward accepting people with handicaps and integrating them into society to the fullest extent possible.

11' ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN

1' A +Ris5 S u&en s At risk students <those with educational needs that are not associated with a disability8 are often placed in classes with students who have disabilities. 'ritics assert that placing at7risk students in the same classes as students with disabilities may impede the educational progress of people with disabilities. 3ome special education classes have been critici>ed for a watered7down curriculum.G *' Inc%usion The practice of inclusion <in mainstream classrooms8 has been critici>ed by advocates and some parents of children with special needs. This is because some of these students require instructional methods that differ from typical classroom methods. 'ritics assert that it is not possible to deliver effectively two or more very different instructional methods in the same classroom. As a result, the educational provision for these students who depend on different instructional methods in order to learn often fall even further behind their peers. 9arents fear that their children would continue to lack behind from the rest of the class and thereby impair the academic achievements of all students. <4=T(5 @iscussion on 'ountry 2eport8 ,' E%igi6i%i = C$i e$i" 3ome parents, advocates, and students have concerns about the eligibility criteria and their application. )n some cases, parents and students protest the students6 placement into special education programs. /or example, a student may be placed into the special education programs due to a mental health condition such as obsessive compulsive
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14 disorder, depression, anxiety, panic attacks or A@H@, while the student and his parents believe that the condition is adequately managed through medication and outside therapy. )n other cases, students whose parents believe they require the additional support of special education services are denied participation in the program based on the eligibility criteria.

/' Se>e$e%= &is"6%e& c!i%&$en )t is debated whether it is useful and appropriate to attempt to educate the most severely disabled children, such as children who are in a persistent vegetative state. $hile many severely disabled children can learn simple tasks, such as pushing a bu>>er when they want attention, some children may be incapable of learning. 3ome parents and advocates say that these children would be better served by substituting improved physical care for any academic program.

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1,' INCLUSI1E EDUCATION IN 0ALA-SIA. COUNTR- REPORT 0INISTR- OF EDUCATION 0ALA-SIA

N" ion"% E&uc" ion P!i%oso#!=

To reinforce the direction and goals of national education. )t emphasises holistic and integrated education. To nurture well7balanced students physically, emotionally, spiritually and intellectually

1ision. (xcellent 3chools and a Hlorious 4ation 0ission5 @eveloping )ndividual 9otential through Auality (ducation

O>e$>ie) o4 !e s=s e25

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INCLUSI1E EDUCATION. $elcome all learners regardless of their characteristics or disadvantages and addressing the diverse needs of all learners by reducing barriers within the learning environment.

A&o# ing 2o$e !o%is ic &e4ini ion o4 inc%usi>e e&uc" ion

)nclusive 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. <@epartment of (ducation, Tasmania, #11,8 *uildin$ I a school community where students are not only valued and respected but also involves social connectedness and creates a feeling of belonging among the students <@)3AB?(@ J 4=4 @)3AB?(@8. Inc%usi>e e&uc" ion in 0"%"=si" is illustrated by the opportunity to gain access <without gender bias8 to ?u"%i = e&uc" ion 4o$ "%%, including KAt 2iskB childrenEadults, namely5 'hildren with special education needs;
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17 )ndigenous children <=rang Asli L 9enans8; 'hildren in hospitals <3chools in Hospital8; :oung convicts and uveniles <)3 L HH38; Cndocumented or stateless children; and )ndigenous adults <Adult education classes8

0"%"=si" E26$"ces Inc%usi>e E&uc" ion *<<,5 'ompulsory primary education *<<:5 /ree education or fully funded schooling <4o school fees or examination fees8 Su##o$ #$og$"25 Textbooks7on7loan, boarding facilities, scholarships, allowances, food L nutrition and school health. Cu$$icu%" 4o$ s#eci4ic g$ou#s5 *odifiedEalternative curriculum for children with special needs, special curriculum for indigenous pupils and special learning modules for indigenous adults 2emedial and enrichment programs to reduce gaps in %2s

LEGISLATION ACT 33< @ EDUCATION ACT A1;;8B

C!"# e$ , @ Co2#u%so$= E&uc" ion. *inister to provide primary education for all #0A. <!8 The *inister may, by order published in the Ha>ette, prescribe primary education to be compulsory education.

C!"# e$ : @ S#eci"% E&uc" ion &1. The *inister shall provide special education in special schools established under paragraph %&<!8 <b8 or in such primary or secondary schools as the *inister deems expedient.

Po)e$ o #$esc$i6e !e &u$" ion o4 "n& cu$$icu%u2 on s#eci"% e&uc" ion

/1' A1B Su67ec o su6sec ions A*B "n& A,BC !e 0inis e$ 2"= 6= $egu%" ions #$esc$i6e D
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18 <a8 the &u$" ion of primary and secondary education suitable to the needs of a pupil in receipt of special education; <b8 the cu$$icu%u2 to be used in respect of special education; <c8 the c" ego$ies o4 #u#i%s requiring special education and the methods appropriate for the education of pupils in each category of special schools; and <d8 "n= o !e$ 2" e$ which the *inister deems expedient or necessary for the purposes of this 'hapter.

Below are illustrations of the acts5

For government and government-aided schools, pupils with special needs who are educable are eligible to attend the special education programme Special schools(SPK) for pupils with visual impairment or hearing impairment Integrated programme(PPKI) in regular schoolsfor pupilswith visual impairment or hearing impairment or learning disabilities Inclusive education programmefor pupils with special needs and who are able to attend normal classes together with normal pupils In implementing the special education curriculum, teachers may modify the teaching or learning methods or techniques, the time for and sequence of activities, the subjects and the teaching aids in order to achieve the objectives and aims of Special education.

ducable! "ble to manage himself without help

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(# ) Personswith disabilities shall not be e$cluded from the general education s%stem on the basis of disabilitiesI (&) 'he (overnment and private educational providersshall, in order to enable personsand children with disabilities to pursue education, provide reasonable accommodation suitable with the re)uirementsof persons and children with disabilities*+ (,) 'he (overnment and private educational providersshall ta-e appropriate steps and measuresto enable persons and children with disabilities to learn life and social development s-ills**

<Article %,8 Prevention of further occurrence of disabilities

ACT 8:3 @ PERSONS WITH DISAEILITIES ACT PWDs (Persons with disabilities) (2008)

,8' A1B The Hovernment and the private healthcare service provider shall make available essential health services to persons with disabilities which shall include the following5 a. prevention of further occurrence of disabilities, immuni>ation, nutrition, environmental protection and preservation and genetic counselling; and b. early detection of disabilities and timely intervention to arrest disabilities and treatment for rehabilitation

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INTERNATIONAL LEGISLATION
"' Con>en ion on !e Rig! s o4 !e C!i%&C UNESCO A1* ! Dece26e$ 1;:;B 6' Fo2 ein Wo$%& Con4e$ence on E&uc" ion 4o$ A%%C UNESCO A1;;<B

+rticle 1, Meetin$ *asic -earnin$ .eeds /#er' !erson 0 child( 'outh and adult 0 shall )e a)le to )enefit fro% educational o!!ortunities desi$ned to %eet their )asic learnin$ needs c' S"%"2"nc" S " e2en 1;;/. 3chool should accommodate all children regardless

of their physical, intellectual, social, emotional, linguistic or other conditions &' D"5"$ F$"2e)o$5 4o$ Ac ion A*<<<B Article 7(i): /"!andin$ and i%!ro#in$ co%!rehensi#e earl' childhood care and education for the %ost #ulnera)le and disad#anta$ed children e' Ei)"5o 0i%%enniu2 F$"2e)o$5 4o$ Ac ion *<<*5 Towards an )nclusive, Barrier /ree L 2ight7based 3ociety for 9ersons with @isabilities 4' Con>en ion on !e Rig! s o4 Pe$sons )i ! Dis"6i%i ies *<<8

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Pupilswith special needs Pupils with visual impairment or hearing impairment or learning disabilit

.isual impairment /earing impairment

.isual impairment /earing impairment 0earning 1isabilit%

.isual impairment /earing impairment 0earning 1isabilit%

T-PES OF CHILDREN WITH LEARNING DISAEILITIES

!. C!i%&$en )i ! Pe$>"si>e De>e%o#2en Diso$&e$s APDD 8, Autism, Asperger 3yndrome, 2ett 3yndrome, 'hildhood @isintegrative @isorder or 9@@74=3. #. C!i%&$en )i ! S#eci4ic De>e%o#2en "% Diso$&e$s F 3peech L ?anguage, 'ognitive 3kills, *otor /unction and mixed specific developmental disorders. ,' C!i%&$en )i ! c!$o2oso2"% &iso$&e$ . <AngelmanE9rader $illi 3yndrome, @own 3yndrome , Dlinefelter 3yndromeI8 &. C!i%&$en )i ! o !e$ De>e%o#2en "% Diso$&e$s <Apert 3yndrome, Holdenhar, 3yndrome, 4oonan 3yndromeI8 +. C!i%&$en )i ! S#eci4ic Le"$ning Di44icu% ies F @yslexia, @yspraxia, @yscalculia, @ysgraphia, etc. ,. C!i%&$en )i ! E2o ion"% Ee!">iou$"% Di44icu% ies F A@@, A@H@, '@, =@@, etc. 9' C!i%&$en )i ! 2u% i#%e &is"6i%i ies.

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YEAR &'& A(

2 ! 2),% !

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2 # 2$,$*)

2 % +*,%!2

2 %% +!, )

2#,)$%

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EARL- IDENTIFICATION G INTER1ENTION

E"$%= I&en i4ic" ion "' ?iteracy and 4umeracy 3creening 1-2.345 6' 'hecklist 14creenin$ instru%ent5 5 )dentify children for special needs to be referred for diagnosis by registered doctors

EARL- AND TI0EL- INTER1ENTION "' S#eci"% E&uc" ion +

Trained teachers, teaching styles, classroom environment, curriculum, extracurricular activities and assistive devices. 3pecial (ducation 3ervice 'entres

S#eci"% E&uc" ion Se$>ice Cen $e.

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

23 "' F"ci%i ies. Audiology room ?ow vision room =ccupational therapy room 9hysiotherapy room 9sychology room *ulti7sensory room 'ommon 2ehab 'orner and Toy library.

6' Pe$sonne%. Audiologist 3peech pathologist 9eripatetic 9hysiotherapist =ccupational Therapist (ducational andEor 'linical 9sychologist.

c' Se$>ices. Audiology )ndividualEHroup 3peech Therapy hearing aids and Braille maintenance low vision and mobility orientation 9hysiotherapy =ccupational therapy 9sychology itinerant service ear mould constructionEproduction
Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

24

P$inci#%es o4 Inc%usi>e E&uc" ion.

a. )ncreased participation of learners b. 2educing exclusion c. /lexible curriculum d. )nclusive school culture e. 9olicies and practices in promoting inclusion

TOWARDS 0ORE INCLUSI1E CLASSES FOR CHILDREN WITH DISAEILITIES

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

25

PILOT PROFECT ON INCLUSI1E SETTING FOR AUTIS0 CHILDREN

Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013

26 A collaboration with the 4H=s5 )n this pro ect it was with 4A3=* <4ational Autistic 3ociety =f *alaysia8

T!e Ai2s O4 T!e P$o7ec .

To study the impact of inclusion on autistic children To develop a benchmark program that could be emulated by other schools To formulate guidelines and procedures fo

T!e s $" egies.

9rovide classroom assistance <4A3=* provides assistant teachers and help the parents8 3upport for social interaction and communication through outdoor activities <e.g. school outing8 Deeping a home7school diaries Build a crisis management team <*=( and 3tate (ducation @epartment8 *=( provides training for mainstream teachers

FUTURE DIRECTION OF INCLUSI1E EDUCATION FOR PWDs !. *ind set change and self advocacy #. 9olicy changes %. (arly identification and timely intervention &. 9$@s friendly facilities and suitable technologies +. Auality, professionalism and collaborative work7culture ,. Adequate support services 7. 3mart partnership between agencies and with 4H=s
Prof. Dr Khadijah @ Rohani Mohd Yunus_Fakulti Pendidikan 2013