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Introduction

The inclusive educations is an education for the special needs students (sns) to be
placed in mainstream class where they learn together with the normal students, educate by the
mainstream teacher and use the national curriculum. The first inclusive education programme in
Malaysia starts in 1962 where the Ministry Of Education serves the combination and inclusive
programme for the students with visual impairment (…. 2018). Since then, the Malaysia
inclusive education programme begins to develop rapidly throughout the years until 2016. This
expansion is to fulfill the obligation of Education Act 1996 (Act 550) which is education for all.

The chronological history of inclusive education in Malaysia:

1962

The Ministry Of Education serves the combination and inclusive programme for the
students with visual impairment for the first time.

1991

The focus on special needs students through ;The Wawasan 2020 : “Cabaran strategi ke
7: masyarakat penyayang dan budaya penyayang”.

1993

3 students of hearing impairment were placed at Sekolah Menengah Methodist (L),

Kuala Lumpur.

1994

The inclusive education programme was carried out at 14 primary schools in Malaysia. It
was limited to students with visual impairment and physical impairment.

1995

The inclusive education programme was expanding speedily to the secondary school.

1996

The inclusive was being mention for the first time in the Education Act 1996 and it was
part of the education service for special needs students.

1997

The inclusive education rules were being empowered in order to implement the
Education Act 1996. The right to get inclusive into the mainstream class.
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1999

The Technical Department of Education Ministry started the inclusive education

programme by placing 24 students of hearing impairment at SM Teknik Vokasional.

The number increased to the students with other impairment that were able to follow
national curriculum.

2000

The inclusive education issues were part of the main agenda in the Sasaran Kerja
Utama (SKU) Ministry of Education.

The result: 3 “politeknik” offered the inclusive education to the students with learning
disabilities.

2005

The Ministry of Education conducts collaboration with The National Autism Society of
Malaysia (NASOM) in implementing the inclusive education started at school in Kuala
Lumpur with 8 autistic students.

2009

52 autistic students at 8 primary schools and 2 secondary schools were managed to be

inclusive into the mainstream classroom.

2013, 18 July

The inclusive education was being mentioned in the Educational Rules (Special
Education) 2013 through the “Warta Kerajaan Perekutuan”

2013, 6 September

The Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 concentrates more

on the inclusive education through the 13 years of education transformation.

2016

The special needs students’ enrolment is increasing more than 150% and the total
school with inclusive education programme growing more than 214%. The data is from
2013 to 2016. Its’ prove that the principle “education for all” is successfully implemented.
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The concepts, aims and policy of inclusive education

The inclusive education programme can be defined as an educational program that

allows the special needs students to learn in a mainstream class with other normal students by
using the national curriculum at the government school or government aided school. The
program aims to deprive the discrimination toward the special needs students in having the
equal rights of learning, the quality of education and the needs of socializing. Therefore, the
normal students and the society are able to understand, give a hand and embracing the
uniqueness of the special need students. The purpose of the inclusive education as outline by
the Ministry of Education is intended to prepare those students’ self-governing and the
integration towards the daily life.

The aims of inclusive education in Malaysia ( Bahagian, Pendidikan Khas, 2015 : 5) :

Increase the opportunities of special needs students in academic

and non-academic programme with the normal students.

Instill the awareness of the special needs students' potential

toward the society

Cultivate the society's believe that the special needs students'

weakness can be diminished if they get the equal opportunities.
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Build the self

Ensure the special
esteem of the
needs students
special needs
socializing activity
students toward
in enriching their
their optimum
skills of living.
potential level.
boost the society's
Ensure the special
awareness and the
needs students
acceptance of
equal right to learn
special needs
in a condusive The objective students'
environemnt . of inclusive differences
education in
Malaysia

Role and responsibilities of stakeholders

Nevertheless to achieve the aim of inclusive education, the stakeholders play important
roles to determine the success of the program. Among of the main stakeholders are teacher,
parents and authorities. As part of the most trusted profession, teacher has great influence and
vital role in ensuring the special needs students’ self-advocation1.

Knowledge Knowledge
about about self -
himself right

Self
Advocation

Leadership Communication
skill skill.
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The mainstream teacher needs to understand and obey to the current government policy
as all those policies influence the success of the inclusive education programme. The Pelan
Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 and Kod Amalan Pendidikan Murid
Berkeperluan Khas (2015) are parts of the government effort in educating the sns. Thus,
teacher is required to carry out the inclusive education programme in nurturing the special
needs students’ success.

In enhancing the inclusive education programme, the mainstream teacher has to

establish the inclusive atmosphere in the class especially the English teacher. Teacher needs to
create an acceptance environment in the class in order to help the sns to adapt with the new
class situation. For instance, teacher may ask the students to sing the “good morning” song as
greeting every time before the lesson begins. This activity is able to make the sns feel
comfortable and relax even though they are in new classroom. Teacher can also appoint the
sns with normal students for higher level task such as writing a simple short paragraph based
on guided pictures. Studying in such environment can stimulate the sns communication and
social skills. In addition, teacher is required to be creative and innovative in preparing the lesson
for the mix ability students. For example, in teaching polite request, teacher can assign the sns
with normal students for a role play of buying food at the canteen. Then, teacher may instruct
the students to retell what are the polite request that they had used and the whole class, have to
write in short paragraph about what their friend had acted. This activity is able to arouse the sns
multisensory in getting the whole picture of the lesson. Therefore, sns are able to follow the
lesson according to the national curriculum and determine the success of the inclusive
education program.

A part from that, the sns also needs support from their parents in fostering the academic
achievement and the triumph of the inclusive education programme. Parents as the closest
person to the sns, have to impart positive reinforcement to avoid frustration among them. For
example, parents may award electronic dictionary or go for vacation as appreciation for their
effort in learning and attaining good result. Besides, parents can also support the sns by guiding
them to do revision or to complete the task given by the teacher. This makes the sns feel eager
and inspire while finishing the task. In the meantime, parents should contribute in preparing the
teaching aids for the sns. Unconsciously, the parents are aware of the learning content and able
to monitor the progress of sns academic achievement.
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Moreover, the inclusive education programme’s success also depends on the authorities
likes the government organization and the non-governmental organization. The government
organization such as the Ministry of Education (KPM) should monitor and assess the progress
of the inclusive education program, conduct workshop for mainstream teacher and evaluate the
sns level. Furthermore the Ministry of Health (KKM) is responsible in conducting services like
intervention, prevention or valuation for suspected students to identify the disability and
precautious step needed. Thus, it is easier for the educators to plan and manage the inclusive
education programme. Despite that, the non-governmental organization such as The National
Autism Society of Malaysia (NASOM) may do action research to discover new technique in
helping the sns. They can run awareness campaign to nurture the society to embrace the sns.

Nevertheless, there are also crucial factors that contribute to the success of the
programme. The two factors are support services and collaboration of government and non-
governmental organization. Among of the support services aspects are tools, infrastructure,
community and personal. The tools provided must adequate the three components which are
the sns ability and skill, the competency in having daily activities and the sns environment. The
electronic book, walker, portable electronic magnifier and so on must able to help the sns to
maximize his ability and lessen the impact of his weaknesses. Next, the infrastructure around
the sns also plays vital role in encouraging his activities. The ramp, resource room, toilet, railing
and parking lot have to be OKU’s friendly. It is to make sure that the sns can be independent
and have more courage as they are able minimize the weaknesses.

The aspect of community reveals that the association of group or people may benefit the
sns in terms of the right upon quality education and peaceful life. The community should provide
moral support to the sns through remedy programme and workshop about inclusive education
programme for the teachers, school administration and the society. The last aspect is about
personal matter such as the mainstream teacher, the class teacher, the headmaster and
anybody that involve in giving the moral support to the sns. Teacher should promote a good
relationship with these personal and at the same time identify the type endowment that the
personal can offer in order to help the special needs students with the daily life.

As conclusion, the inclusive education program need more support in determining the
success of the special needs students. In order to achieve the goals and aims of the inclusive
education, teacher, parents and the authorities should collaborate together and impart more
effort to overcome all the barriers that prevent the sns to have the right of quality education.
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There are also other factor that need to be improved and reexamined in the development of the
inclusive education in Malaysia. Lastly, the inclusive education programme is one of the ways to
strengthen the Malaysia special education as well as upholding the Malaysia education status.

As reported by Zaharah, 2013 the research had found out that support is among of the
factor for a celebral palsy students in a mainstream class in Malaysia to success and becoming
the best 3 students in his class for few subjects.