INCLUSIVE EDUCATION
TUTOR : LINA ELIAS (linaelias2405@[Link])
SEMESTER : JANUARY 2025
DAY : THURSDAYS
TIME : 8PM
WEEKS : 10
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TOPIC 2
BUILDING INCLUSIVE CLASSES
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INTRODUCTION
Inclusive policies are seen around the world as part of a human rights effort
aimed at ensuring fair access to education. However, what exactly "rights to
education" mean and how they should be assessed varies widely.
Modern inclusive education stems from special education (SE), which has
grown through different levels of the education system. It looks at various ways
to support students with disabilities (SWD) and others who struggle with
learning.
In some cases, special education (SE) is offered together with general
education, while in other cases, it is kept separate. Recently, people have
started to question whether having separate education plans is fair or effective,
both in terms of human rights and practical outcomes.
"Education is the most powerful weapon which you can
use to change the world." — Nelson Mandela
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INTRODUCTION
Most SWD are labelled as experiencing learning difficulties or behavioral
problems, but these are merely scientific terms.
Education for All (EFA) means that all students have access to quality basic
education.
This means SWD will be able to study in a normal school environment and within
the basic education programmes, they are protected, empowered, and able to
learn.
Such an environment should also be effective, friendly, healthy, and gender
sensitive.
The development of this friendly learning environment is an integral part of the
overall effort by countries around the world to improve access to education and
quality of schools.
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FULLY AND PARTIALLY INCLUSIVE
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FULLY AND PARTIALLY INCLUSIVE CLASSES
When creating inclusive classrooms, class size is a key factor to consider.
This can be accomplished in two classes in a school, a fully inclusive and partially
inclusive class involving SWD along with mainstream students.
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STEPS AND RECOMMENDATIONS BY MCLESKEY AND WALDRON
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STEPS AND RECOMMENDATIONS BY MCLESKEY AND WALDRON
Changes in schools need to be implemented not only in terms of organizational
structure and policies but need to be continuously implemented on teachers
roles and responsibilities.
The required curriculum in the classroom and teachers preparation methods
applied so that students listen to instruction from teachers.
Teachers attitude and beliefs on what they do is important.
Changes will be made if there is strong support from the administrators,
education ministries, principals and other teachers.
Who is McLesky and Waldron?
Authors James McLeskey and Nancy Waldron, working with more than 50 schools, have
developed a framework teachers and administrators can use to discuss, reflect on, and apply
information on school change and inclusion to their own schools.
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STEPS AND RECOMMENDATIONS BY MCLESKEY AND WALDRON
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INITIATE LEARNING 2 3
DISCUSSIONS FOR FORM A TEAM REVIEW THE SCHOOL
ALL STUDENTS
6 4
REVIEW AND 5
REVIEW OTHER
DISCUSS THE PLAN DEVELOP A PLAN
SCHOOLS
7 9
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INCORPORATE IMPLEMENT A
BE READY
CHANGES INTO PLAN PLAN/PLANNING
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MONITOR, EVALUATE
AND CHANGE PLANS
WHEN NECESSARY 9
SCHOOL AND INCLUSIVE PROGRAMME
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SCHOOL AND INCLUSIVE PROGRAMME
Schools are responsible for ensuring they do not discriminate against students
with disabilities (SWD). They are places where SWD and non-disabled students
learn together.
Schools should also offer special support services to help SWD communicate
effectively and access education.
These services can be provided by the school itself or through partnerships with
external organizations, such as healthcare providers or public service agencies.
For example, a school might work with local healthcare professionals to provide
speech therapy for students with communication challenges.
There are many definitions given regarding inclusive schools.
One of the suggestion by the School of Excellence in Education (CSIE, 1996)
shows that the inclusive school contains the following elements:
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SCHOOL AND INCLUSIVE PROGRAMME
(a) Inclusive schools reflect the society as a whole. The membership of the
school community is open, positive and diverse. Inclusive schools are not
selective, exclusive or reject SWD;
(b) Education in inclusive schools is accessible to all members physically in
terms of building infrastructure and curriculum, support systems and
communication methods;
(c) The goals of inclusive school are not to compete with other schools; and
(d) Inclusive schools are democratic, and all members have the same rights,
responsibilities and opportunities to benefit and participate in the
education provided by the school either inside or outside of the premises.
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STUDENTS WITH DISABILITIES AT SCHOOL
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STUDENTS WITH DISABILITIES AT SCHOOL
Placing SWD in schools in inclusive class gives a reflection that students need to
be taught and will learn the subjects and contents that fit them.
In formulating an inclusive class, individual adjustments can be made according
to their abilities and strengths.
This is because the differences in the ability and strength of SWD are seen as an
opportunity to try a learning method.
Schools and administrators need to be prepared and sensitive, discerning, and
understand the overall IEP concept.
Implementation of IEP in their schools will be more effective when SWD
registration is small so as not to impact their concentration in the classroom.
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STUDENTS WITH DISABILITIES AT SCHOOL
The establishment of inclusive schools can develop students interest and
knowledge of the world and prepare them for better post-school learning.
An effective way to help abled students overcome the misunderstanding of
special education needs is to make the school more conducive.
In an inclusive class, all learners can learn to accept and respect individual
differences.
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SUPPORT FOR DISABLED STUDENTS
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SUPPORT FOR DISABLED STUDENTS
The success of an Inclusive Education Program (IEP) depends on good
teamwork between counselors and subject teachers.
Both groups need to work closely together and understand their roles to ensure
everything runs smoothly.
Kamaliah Ahmad and Wan Aminah Wan Mahmud (2014) mentioned that
activities like co-teaching and study tours should be done together, so both can
share experiences that help with the IEP for students with disabilities (SWD) in
regular schools.
The range of support needed for SWD is quite large, and environments that
aren’t accessible can make inclusive education harder to achieve.
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SUPPORT FOR DISABLED STUDENTS
Examples of negative effects or lack of support to the school environment
include
• hearing-impaired students do not have sign language translators;
• wheelchair-bound students in buildings which do not have access to
bathrooms or lifts; and
• students with visual impairments using a computer without the required
software to read the screen.
The environment at school or in class should be upgraded and improved; so
that it is in line with SWDs health conditions, preventing any problems and
improving their learning outcomes.
Such changes can be made by law, policy change, capacity building or
technology development. For example, designs accessible from the
environment and transport provided, signage to benefit people with sensory
problems, health care, rehabilitation, education, and more accessible support
and job opportunities for people with disabilities.
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SUPPORT FOR DISABLED STUDENTS
Knowledge and attitude are important environmental factors that affect all
fields of service provision and social life.
Enhancing awareness and addressing negative attitudes are often the first step
towards creating an easier environment for SWD.
Hence, the following two points should be noted in supporting the SWD:
PARENTAL INVOLVEMENT
PHYSICAL ENVIRONMENT
The role of parents should be
Before providing SWD with
stated in the school policy and
special educational needs, the
the schools policy statement
school must consider the
should be transparent. The
possible effects on the schools
management and staff of the
physical infrastructure and the
school should be ready to work
type of physical change required
and share information with
to facilitate SWD.
parents.
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EXISTING SUPPORT PROGRAMME
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EXISTING SUPPORT PROGRAMME
To ensure students with disabilities (SWD) can exercise their rights, adjustments
need to be made so they can access school services.
This often involves working with specialized service providers, such as
healthcare professionals, personal care assistants, and therapists.
Providing special equipment, like adaptive technology and assistive tools, can
help SWD participate in education and training. This includes using new
technology that can make learning easier for them.
For example, a school may provide screen readers for visually impaired
students, or sign language interpreters for deaf students.
Having well-trained support staff, such as specialist teachers, interpreters, and
teaching assistants, is another key strategy to help SWD succeed in their
learning journey.
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EXISTING SUPPORT PROGRAMME
The success of inclusive education relies on teachers, who need to be
responsive and always willing to learn new skills.
To help students with disabilities (SWD), teachers must understand teaching
methods that support the existing learning process.
Special education also requires a support team to ensure the school provides
effective education. Schools are encouraged to build this team based on their
specific needs.
The goal of the support team is to create a positive learning environment for
both SWD and non-disabled students. Teachers who are efficient and skilled
can make a big difference for their students.
For example, the support team might include teachers, counselors, and
specialists who work together to create and apply policies that meet the needs
of SWD. They collaborate to make sure these students get the help they need in
the classroom. 24
EXISTING SUPPORT PROGRAMME
The demand for inclusive education is increasing. This gives SWD the
opportunity to study and to unleash the enculturation of education.
One of the benefits of inclusive education for SWD is the presence of
placement in mainstream education, giving them a better chance to expand
interaction with their peers, and improve their communication skills.
This can also expand their relationship with their local communities. The SWD
with special education requirements can benefit from inclusive education
through a reduction in terms of the separation gap and negative labelling from
the abled peers.
As a result, students with special educational requirements will be more likely
to work harder in an inclusive class.
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SWD AND TEACHER INVOLVEMENT
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SWD AND TEACHER INVOLVEMENT
Just like other students, students with disabilities (SWD) have the right to use
special support services provided by schools, healthcare providers, and
community services.
These services may include specialized help for personal or medical care to
ensure that SWD can access education and training. Education reform policies
also apply to SWD in mainstream schools.
SWD should not be treated as a minority group; they deserve equal chances to
take part in educational activities and socialize with others.
However, inclusive education still struggles to fully meet the needs of all SWD,
making it harder to change how society includes them.
For example, while some schools offer physical therapy services for students
with mobility issues, not all schools have the resources to provide the same
level of support, limiting the involvement of SWD in everyday school activities.
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SWD AND TEACHER INVOLVEMENT
Meanwhile, the involvement of teachers with the knowledge of inclusive
education philosophy can be used in mainstream schools.
Research has shown that there is a possibility for them to socialise with normal
students. This explains that positive results are achieved, though it is difficult at
first.
Teacher commitment is key to managing students with disabilities in inclusive
education, ensuring the success of their Inclusive Education Programs (IEP).
Teachers play a crucial role in carrying out the program at school, so they need
to fully understand its main goals.
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SWD AND TEACHER INVOLVEMENT
Inclusive education can be challenging because it requires changes in
1. attitudes,
2. values,
3. teacher training, and
4. the school system.
When teachers and support staff work together, such as in co-teaching
situations, they can solve problems related to learning difficulties and adapting
the curriculum.
For example, a special education teacher might work alongside a general
education teacher to modify lessons for a student with learning disabilities,
helping them stay on track with their classmates.
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SCHOOL REGULATIONS AND POLICIES
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SCHOOL REGULATIONS AND POLICIES
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POLICIES AND REGULATIONS IN MALAYSIA
In Malaysia, policies supporting the implementation of IEP are as follows:
“Special education” means education for students with special needs in special
schools or in schools that run the Integrated Special Education Programme or
Inclusive Education Programme at the following levels:
(a) preschool education;
(b) primary education;
(c) secondary education; and
(d) post-secondary education.
The Ministry is committed to encouraging more students
with disabilities into inclusive education programmes
and improving the quality of its preparation as a whole.
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THE CONCEPT OF IEP IN MALAYSIA
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THE CONCEPT OF IEP IN MALAYSIA
The IEP is implemented thoroughly with the involvement of all parties from the
school level to the community.
The IEP model covers both academic and non-academic fields by providing
support services within or outside of the classroom.
This emphasis is given to enable SWD to pursue academic and non-academic
fields alongside normal students in mainstream schools.
Individuals involved in the change process may need a slight push to change but
this pressure will only be effective when they are given the opportunity to
determine their own position during the change process.
In most cases, policy makers, parents, teachers and other stakeholders in
schools need to realise that inclusive education is a process that requires a
change in both the education system level and the school level.
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COMMUNITIES INSIDE AND OUTSIDE SCHOOLS
Strategic planning for resources, staff, and training is a long-term need in
inclusive education. Ensuring high-quality support for students with disabilities
(SWD) is crucial.
Schools need a solid plan to create an inclusive environment, but this can be
challenging, and those involved may face difficulties.
School principals play a key role by being open and supportive to help staff get
the resources and training they need.
With the right support, it becomes more likely that the school's long-term goals
for improving Inclusive Education Programs (IEP) will be met.
For example, a principal might ensure that teachers receive regular training on
inclusive teaching methods and provide funding for special equipment, helping
the school move closer to its vision of full inclusion for SWD.
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COMMUNITIES INSIDE AND OUTSIDE SCHOOLS
Therefore, an inclusive school should look at the needs of the community and
function to foster a healthy environment in which individual diversity and
collective value are taken seriously.
The pedagogical idea should be introduced and be directly related to the
perception of effective learning as this aspect relates to the following:
connect students with the
individual learning styles and
curriculum and learning tasks in
recognizing how one is learning
such a way that they can get
effectively;
maximum benefit.
The community in schools should be aware that inclusive education not only
involves children having disabilities with their challenging behaviours.
This is just part of the IEP dimension and there are many more issues to
consider.
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COMMUNITIES INSIDE AND OUTSIDE SCHOOLS
They need to recognize the two characteristics that distinguish inclusive
education, namely:
inclusive education is about
effective inclusive schools still
responding to diversity issues,
value emotional literacy, as this
including ethnicity, gender,
is one way of ensuring the
disability and sexuality – it is not
curriculum is truly responsive
about special education needs
to diversity issues.
alone
The collaboration between communities inside and outside of inclusive schools is
important to create an inclusive environment in schools.
The implementation of inclusive schools will be affected if the school fails to
explain to normal students and the SWD family about the definition of inclusive
practice.
If there is no openness and cooperation between the two communities, the
establishment of an inclusive school will fail, and the teachers involved will be
frustrated. 38
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THANK YOU
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