Skip to main content

Home/ Malaysian Teachers & Education/ Group items tagged inclusive

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
izz aty

EAfDiSNE 2009: Key Principles for Promoting Quality in Inclusive Education: Recommendat... - 0 views

www.european-agency.org/...ducation_key-principles-EN.pdf

special education inclusive education education

shared by izz aty on 16 Nov 14 - No Cached
  • izz aty on 16 Nov 14
     
    European Agency for Development in Special Needs Education
izz aty

Inclusive Education | Education | United Nations Educational, Scientific and Cultural O... - 0 views

www.unesco.org/...inclusive-education

UNESCO exclusion inclusive education

shared by izz aty on 16 Nov 14 - No Cached
  • If the right to education for all is to become a reality, we must ensure that all learners have access to quality education that meets basic learning needs and enriches lives
  • today, millions of children, youth and adults continue to experience exclusion within and from education around the world
  • UNESCO Convention against Discrimination in Education (1960) and other international human rights treaties prohibit any exclusion from or limitation to educational opportunities on the bases of socially ascribed or perceived differences, such as sex, ethnic origin, language, religion, nationality, social origin, economic condition, ability, etc
  • ...2 more annotations...
  • Education is not simply about making schools available for those who are already able to access them. It is about being proactive in identifying the barriers and obstacles learners encounter in attempting to access opportunities for quality education, as well as in removing those barriers and obstacles that lead to exclusion.
  • UNESCO works with governments and partners to address exclusion from and inequality in educational opportunities.
izz aty

SIRIUS network | Sweden: How to support inclusive education in a school where 99% of st... - 0 views

www.sirius-migrationeducation.org/-are-descendants-of-immigrants

swedish education inclusive education

shared by izz aty on 16 Nov 14 - No Cached
  • 99 percent of the 800 students at the school Ronnaskolan in Södertälje, a city southwest of Stockholm, are pupils with a migrant background.
  • most of them born in Syria and Iraq, the numbers of new arrivals remain high: at least one fifth of the students has been living in Sweden for less than two years
  • A situation that can easily exceed school capacities, especially when considering that many pupils do not speak Swedish when arriving at school, have experienced war and expulsion in their country of origin or come from a low socio-economic background
  • ...11 more annotations...
  • Ronnaskolan has been remarkably successful in preparing its students for secondary education and providing quality education
  • When she started working for the school, only about half of the pupils were able to transition to secondary education, which in Sweden starts in grade 10. Two years later, already 76 percent of pupils had the sufficient grades to move up to higher education. Asked how such an “at risk” student population can perform that well, the prinicpal explained how the school was able to steadily improve their educational outcomes.
  • To ensure that slower learners receive the support they need without at the same time under-challenging other pupils, Ronnaskolan has introduced a two-teacher model. This means that in most classes two teachers are present to respond to the different needs of pupils
  • Convinced about the value of learning with and from each other, they stopped putting newly arrived students in a separate preparatory class. Instead, everyone is taught together in the same classroom to avoid segregation from the start.
  • this process begins with defining concrete goals and having a clear idea of what the school should look like in the future
  • it does slow down teaching sometimes, Axelsson Kihlblom assures that the benefits outweigh the drawbacks; it sends a strong message that every student is equally valuable and that the school has high expectations and confidence in their newcomers
  • Newly arrived children then also follow one full day of learning Swedish as a second language
  • In regular meetings with both the student and his or her parents, teachers discuss the pupil’s goals and jointly work on a step-by-step plan on how to achieve them
  • the school offers individual support for underperforming pupils
  • the school is also cooperating with the municipality, health care facilities and social services
  • Furthermore, the school has been working towards diversifying their staff and mostly employs teachers with a migrant background themselves.
  • izz aty on 16 Nov 14
     
    "Ronnaskolan "
izz aty

Arnesen 2011 International politics and national reforms: The dynamics between "compete... - 0 views

www.education-inquiry.net/...28717

norwegian edu norwegian special ed norway education scandinavian education

shared by izz aty on 17 Nov 14 - No Cached
  • izz aty on 17 Nov 14
     
    Education Inquiry Vol. 2, No. 2, May 2011, pp.193-206 International politics and national reforms: The dynamics between "competence" and the "inclusive school" in Norwegian education policies Anne-Lise Arnesen*
izz aty

Inclusive language: words to use and avoid when writing about disability - GOV.UK - 0 views

www.gov.uk/...en-writing-about-disability--2

writing disability language english

shared by izz aty on 13 Nov 14 - No Cached
  • Avoid medical labels. They say little about people as individuals and tend to reinforce stereotypes of disabled people as ‘patients’ or unwell. Don’t automatically refer to ‘disabled people’ in all communications – many people who need disability benefits and services don’t identify with this term. Consider using ‘people with health conditions or impairments’ if it seems more appropriate.
  • Everyday phrases Most disabled people are comfortable with the words used to describe daily living. People who use wheelchairs ‘go for walks’ and people with visual impairments may be very pleased – or not – ‘to see you’. An impairment may just mean that some things are done in a different way. Common phrases that may associate impairments with negative things should be avoided, for example ‘deaf to our pleas’ or ‘blind drunk’.
  • Words to use and avoid Avoid passive, victim words. Use language that respects disabled people as active individuals with control over their own lives.
  • ...4 more annotations...
  • (the) disabled disabled (people)
  • able-bodied non-disabled
  • an epileptic, diabetic, depressive, and so on person with epilepsy, diabetes, depression or someone who has epilepsy, diabetes, depression
  • fits, spells, attacks seizures
izz aty

Opportunities for growth: Inclusive education for the future - From crisis to opportunity - 0 views

www.educationincrisis.net/...usive-education-for-the-future

inclusive education

shared by izz aty on 07 Nov 14 - No Cached
  • izz aty on 07 Nov 14
     
    Many countries, such as England, are hacking back vital services such as the services which support children with special needs.
izz aty

Mohd Jelas 2010 Learner Diversity and Inclusive Education: A New Paradigm for Teacher E... - 0 views

www.sciencedirect.com/...S187704281002032X

malaysian special ed teacher-training dissertationZ

shared by izz aty on 22 Sep 14 - No Cached
  • The separate teacher education programs for regular and special education do not equip teachers with an integrated knowledge of the expected roles, functions and responsibilities to meet the diversity of learning needs in the classroom. The purpose of this paper is to argue for a new paradigm for the preparation of teachers particularly in the Malaysian context. The discussion will focus on the need for teacher educators of regular and special education at all levels of teacher education to develop a “whole-faculty approach” in facilitating an inclusive pre-service teacher education curriculum embedded across all discipline areas.
izz aty

Dhaka Declaration on Autism Spectrum Disorders and Developmental Disabilities 25 July 2... - 0 views

www.autismspeaks.org/...dhaka-declaration

autism

shared by izz aty on 29 Sep 14 - No Cached
  • Recalling the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities as well as resolutions adopted by other forums, in particular the United Nations General Assembly on autism
  • Reiterating the provisions of Constitutions of our respective countries safeguarding against discrimination and social exclusion of people on grounds of any disability or condition, and securing the provision of the basic necessities of life, in particular education and medical care, and the right to social security to public assistance in cases of undeserved want arising from illness and disabilities,
  • Noting that developmental disorders are being increasingly recognized all over the world as disabling conditions which seriously influence everyday functioning of affected children, severely interfere with their developmental, educational and social attainments, and bring significant economic costs to families and societies
  • ...21 more annotations...
  • Aware that autism is a lifelong developmental disability that affects the functioning of the brain, and characterised by impairments in social interaction, problems with verbal and non-verbal communication and restricted, repetitive behaviour, interests and activities,
  • Concerned that, despite increasing evidence documenting the effectiveness of early interventions in improving the overall functioning of the child and long-term outcomes, children and families in need often have poor access to services and do not receive adequate treatment and care
  • Deeply concerned at the prevalence and high rate of autism in all societies and regions and its consequent developmental challenges to long-term health care, education and training as well as its tremendous impact on communities and societies
  • Recalling that children with developmental disorders and their families often face major challenges associated with stigma, isolation and discrimination as well as a lack of access to health care and education facilities
  • Recalling further that even the basic human rights of children and adults with developmental disorders are often abused, in many cases in flagrant violation of existing UN declarations and treaties
  • Recognising the public health importance to address mental and developmental disorders and autism in children, based on their prevalence, disability burden, long-term health consequences and the associated human rights violations
  • Recognising further that attention received by policy makers and public health experts and consequent allocation of resources have so far been inadequate to address the treatment gap for developmental disorders, and stronger concerted efforts are required
  • Acknowledging efforts undertaken by governments and international global health actors to tackle the problem, including the commemoration of the UN World Autism Awareness Day, which led to increased international public concerns for autism and other developmental disorders
  • Inspired further by a vision that all individuals with autism and developmental disorders ought to receive adequate and equal opportunities to enjoy health, achieve their optimal developmental potential and quality of life, and participate in society
    • izz aty
      izz aty on 29 Sep 14
       
      ACTIONS TO MEET VISIONS awareness and social responsibility, healthcare specialised care services allocation of resources family-centred provisional support service quality assurance socially inclusive legislations effective networks and collabs regular conferences for knowledge-sharing and checking  progress
  • Endorse the following priority actions for realizing our vision to meet the health care needs of children with developmental disorders:
  • 1.         Adopt this Declaration with the objective of promoting stronger and coordinated actions in the region and globally towards the improvement of access and quality of health care services for individuals with autism and developmental disorders.
  • a. Increase awareness of the rights of children with developmental disorders and to highlight social responsibility to persons with such disabilities.
  • b.   Strengthen health systems’ capacity to address the needs of children with developmental disorders and their families.
  • c.   Improve capacities of professionals involved in provision of integrated care services for children with developmental disorders at various levels, from primary health care and communities to specialized services.
  • d.   Mobilize and allocate increased human and financial resources for the health care of children with developmental disorders and for stepwise implementation of the identified priority actions.
  • e.   Support provision of care as close as possible to families' homes and schools and promote participation in family life, education and society.
  • f.    Establish measures for assurance of quality of services.
  • g.   Promote a supportive national legislative and policy environment to ensure social inclusion.
  • h.   Ensure effective collaboration mechanisms across sectors and particularly, among health, education, and social services, and promote adoption of a holistic approach to care provision for developmental disorders.
  • i.    Hold regularly scheduled regional conferences to continue to share information and best practices as well as monitor progress.
izz aty

Omar, Hussin, Siraj 2013 Teaching Approach for Autism Students: A Case in Malaysia - 0 views

www.sciencedirect.com/...S1877042813049161

malaysian education inclusive education education malaysian special ed autism education

shared by izz aty on 29 Nov 14 - No Cached
  • This paper presents the findings of a case study conducted in Malaysia to identify teaching approaches applied by the teachers during the process of teaching pupils with Autism
  • This study was carried out by interviews with two teachers who teach Autism students in Special Education classes and a teacher who teaches Autism students in an Inclusive classroom.
izz aty

Armstrong, Armstrong & Spandagou 2011. Inclusion: by choice or by chance? (pdf) - 0 views

www.tandfonline.com/...13603116.2010.496192

inclusive education education

shared by izz aty on 12 Nov 14 - No Cached
  • izz aty on 12 Nov 14
     
    Derrick Armstrong, Ann Cheryl Armstrong, & Ilektra Spandagou
izz aty

UnderstandingPrejudice.org: Teacher's Corner - Elementary School Classroom Activities - 0 views

www.understandingprejudice.org/...elemact.htm

school education ideas lesson plans social issues social justice prejudice diversity inclusive learning children reference

shared by izz aty on 03 Nov 12 - Cached
  • A Seat on the Bus: Reversing Musical Chairs
  • Color Matching
  • People Tags
  • izz aty on 03 Nov 12
     
    "This page includes a variety of classroom activities that can be used to teach young children about prejudice, social justice, and the importance of looking at the world through the eyes of others. As the following exercise shows, teaching children about diversity does not have to be difficult or complicated -- it can be as simple as peeling a lemon."
izz aty

Malaysia has highest level of English proficiency in Asia - Latest - New Straits Times - 0 views

www.nst.com.my/...h-proficiency-in-asia-1.393697

kivedwc english education language language learning fluency malaysia singapore asia

shared by izz aty on 05 Apr 14 - No Cached
  • climbed two notches higher to 11th place from 13th position last year in the EF English Proficiency Index which saw over 60 countries being surveyed.
  • Malaysia, which was placed in the ‘High Proficiency’ category, had overtaken Singapore who fell behind to 12th position in the world ranking. Malaysia scored 58.99 points in the survey while neighbouring Singapore received a 58.92 score.
  • The analysis of evolving English proficiency over a six-year period (2007 to 2012 inclusive) uses test data from nearly five million adults.   EF Academic Affairs and Research Network head Dr. Christopher McCormick said: “Comparison of countries with their neighbours, trading partners, and rivals provides a fascinating study in divergent national priorities and educational policies worldwide,”
  • ...5 more annotations...
  • some Asian countries, such as Indonesia and Vietnam, have transformed their English proficiency over the six-year period.
  • “China has also improved, although less dramatically. Japan and South Korea, despite enormous private investments, have declined slightly,” the statement said.
  • English language skills were improving in Brazil, Russia, India, and China.   “This year, India and Russia have moved ahead of China, and Brazil is closing in fast.
  • “While the rest of Europe is already proficient in English or steadily working towards that goal, France is on an entirely different trajectory.”     However, the EF found that the Middle East and North Africa were the weakest regions in English.
  • 06 November 2013
  • izz aty on 05 Apr 14
     
    "Malaysia has the highest English language proficiency level in the entire Asian region, according to a latest research by Swiss-based international education company EF Education First (EF)."
izz aty

School can worsen disabled children's behavioural problems, researchers say - Institute... - 0 views

www.ioe.ac.uk/...104870.html

disability english special ed LD dissertationZ behavioural inclusion issues

shared by izz aty on 03 Oct 14 - No Cached
  • disabled children might have fewer behavioural issues in their early years if more schools introduced stringent anti-bullying measures and other support strategies, the researchers conclude.
  • The researchers found that disabled children consistently presented more conduct problems than their non-disabled peers between the ages of 3 and 7. However, the conduct of both groups of children followed the same development pattern, improving between 3 and 5 and then slightly worsening at about age 6.
  • The long-term benefits of such interventions could be very substantial, the researchers believe, as behavioural difficulties are likely to compound disabled children's problems and reduce their chances of having a happy and successful adult life.
  • ...6 more annotations...
  • The researchers compared non-disabled children with infants who had:  a developmental delay at age 9 months (in relation to hand-eye coordination, for example, or early communication gestures)  a longstanding limiting illness (such as type 1 diabetes or asthma)  special educational needs at age 7 (stemming from learning difficulties or impairments such as hearing loss).  They were able to analyse assessments of MCS children's behaviour at ages 3, 5 and 7 as parents had been asked about conduct problems, hyperactivity, emotional difficulties and whether their sons and daughters got on with children of the same age.   This enabled the researchers not only to record the emergence of any problems but establish whether the behaviour of disabled and non-disabled children had followed the same trajectory.   They also took into consideration family background factors known to be associated with child behaviour, such as income poverty, parental discipline and the closeness of the parent-child relationship.  
  • also recommend that more support is provided for mothers and fathers of children with an impairment or special educational need.
  • At age 3, children with longstanding limiting illnesses and special educational needs were also more likely than non-disabled infants to exhibit the other three negative behaviours that were assessed: difficulties with peers, emotional problems and hyperactivity. But, worryingly, unlike conduct problems, these particular behavioural difficulties became more pronounced among children in these two disability categories between the ages of 3 and 7.
  • some early school environments may exacerbate behavioural problems for disabled children in ways that cannot solely be solved by learning support – because the underlying issue is behavioural rather than cognitive," the researchers comment.   "Many disabled children find it increasingly difficult to engage with the social world as they pass from toddlers to the mid-primary school age. They also struggle with structured social contexts such as school. We need to gain a better understanding of the effects that schools have if we are to develop environments that do not, in effect, disable children further."
  • we should seriously consider the implications of the marked increase in emotional problems for disabled girls, in particular, in terms of future risks such as depression and self-harm."
  • 'Convergence or divergence? A longitudinal analysis of behaviour problems among disabled and non-disabled children aged 3 to 7 in England', by Rebecca Fauth (NCB), Samantha Parsons (IOE) and Lucinda Platt (LSE), is the latest working paper to be published by the IOE's Department of Quantitative Social Science (QSS). It will be available from the QSS website http://www.ioe.ac.uk/research/departments/qss/35445.html from 9am on Friday, October 3.
‹ Previous 21 - 40 of 62 Next › Last »
Showing 20▼ items per page