MALAYSIA National Report on the provision of inclusive quality primary and secondary education Sub‐regional Workshop on " Building inclusive education system to respond to the diverse needs of disabled children " Jakarta, Indonesia, 3 (original) (raw)
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Even though Section 28 of the Persons with Disabilities Act 2008 provides the educational right for persons with disabilities, especially children with special needs, their educational right is not protected effectively since the laws and regulations governing the educational right of children with special needs in Malaysia are scattered. This paper aims to compare the practice of laws relating to special education between Malaysia and Thailand. The authors conduct a doctrinal analysis to complete this paper where textbooks and journal articles related to special education for children with special needs in Malaysia and Thailand are analysed. Keywords: Educational Right; Special Education; Children with Special Needs; Persons with Disabilities eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review und...
Special education for children with disabilities in Malaysia: Progress and obstacles
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Education is essential to everyone, including children with disabilities, since it makes them better citizens and ensures a bright future. The United Nations has recognised the right to education through a number of declarations and treaties. However, in Malaysia, even though children with disabilities are promised to be given educational rights on an equal basis as other normal children, it is still in the grey area due to the non-existence of specific Act relating to special education for children with disabilities. Not to mention, children with disabilities are considered as burden to their families and always being neglected due to their disabilities. These problems can be reduced if their educational rights are protected effectively. Hence, a legal framework of special education for children with disabilities is needed to protect their educational rights. This research adopts a doctrinal or library-based research methodology by examining legal statutes for example the Federal Constitution of Malaysia, the Persons with Disabilities Act 2008, the Education Act 1996 and its regulations, textbooks and journal articles relating to special education for children with disabilities in Malaysia. The purpose is to investigate whether the laws that we have in Malaysia are sufficient to protect the educational rights of children with disabilities. It is found that the educational rights of children with disabilities in Malaysia are not fully protected due to uncertainty in laws, lack of human capital and lack of facilities in the Special Education sector. The current laws that are relating to special education for children with disabilities in Malaysia are too general and lack of punishment provisions which allow someone to violates the laws. Hence, children with disabilities cannot enjoy their educational rights on an equal basis as other normal children. This paper will be beneficial to the Malaysian government, specifically the Ministry of Education and the Ministry of Women, Family and Community Development, in enhancing the protection of the educational rights of children with disabilities in Malaysia. Besides, the children with disabilities themselves, their parents, and society will benefit from this research through the recommendations given to protect children with disabilities' educational rights effectively. It is proposed for future research to compare the law and
The evolution of special education in Malaysia
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Children with Special Needs and Their Need for Inclusive Education
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Children with special need is the child who has the disorder/deviations from the conditions of the average child which is generally normal in terms of physical, mental or social behavior characteristics. Children with special need will certainly face many problems dealing with their difference during their growth, including in education. Every citizen of Indonesia has the right to get a decent education and decent learnig process, no exception for children who has special need. The fulfillment of the rights provided for in the community education In the body of 1945 Constitution is government obligatory including for people around the children with special need and fullfil their special need. One alternative learning for children in special education is inclusive education. Inclusion education is one form of equalization and shape the realization of education without discrimination where the children with special need and children who are normal are generally able to obtain the same education. Inckusive education is a form of special education which requires that all children in need of special education can receive an equivalent regular processed with friends in their age. During this time the child – a child who has the distinction of capability (disabled) provided special educational facilities adapted to the degree and type called with special schools. In unconscious education system, special schools have built walls of exclusive between children with special need and ‘normal’ children.
International Journal of Environmental, Sustainability and Social Science, 2022
Inclusive education has many different meanings and interpretations. There is still some uncertainty about the difference between inclusive and special education for individuals with disabilities, sometimes known as special schools (SLB). Meanwhile, the term inclusive education is not known in the National Education System Law, which uses the term "special education and special services," which is explained in Article 32 of Law No. 20 of 2003 concerning the National Education System: (i) Special education is education for students who have difficulty levels. Participating in the learning process due to physical, emotional, mental, social, intellectual potential and special talents. (ii) Special service education is education for students in remote or underdeveloped areas, remote indigenous peoples, and experiencing natural disasters, social disasters, and economically disadvantaged. This research's problem approaches are conceptual, statutory, and case approaches. Based on this, we found that the ambiguity of norms affects the pattern of providing education for persons with disabilities, namely the dualism of providing education for persons with disabilities with a special and inclusive approach which has an impact on legal uncertainty in norms, concepts and implementation.
Legal Aspect of Inclusive Education for Persons with Disabilities in Indonesia
Education Quarterly Reviews
The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.
Education for children with special needs in Indonesia
The current paper discusses the issue of educational programs for children with special needs and its implementation in Indonesia. Education for children with special needs is provided because such category of children needs specific treatment or assistance from schools to ensure that would develop optimally overcoming their limitations. This study describes the pattern of special-needs education in Indonesia which allows implementation of the inclusive as well as the segregation approaches, though there are pros and cons for each side. The reality is that in Indonesia, the policy of education for all has not been fully accommodated. However, at least there has been an effort to answer the rights of individuals with special needs through regulation and its implementation in schools in communities. Various factors have caused the inequality of education programs for children with special needs including the paradigm by parents about the importance of programmed educational assistance for family members. In addition, provision for schools that provide programs for special needs still need to be constantly activated or revitalized, especially with regard to the fulfillment of national education standards. Revitalization can be carried out by building new schools, considering the ratio of the number of children with special needs and schools that organize special needs education is still disproportional. Furthermore, education for children with special needs must be planned, organized, monitored and evaluated based on existing quality standards.