Wan Abdullah, W. 2013. Supported employment : persons with learning difficulties in Malaysia. Retrieved from: http://webcat.warwick.ac.uk/record=b2686763~S1 [Accessed November 24, 2014].
United Nations Children's Fund (UNICEF). 2013. The state of the world's children: Children with disabilities. Retrieved from: http://www.unicef.org/
sowc2013
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 - 5 November 2009
Meeting Basic Learning Needs: A Vision for the 1990s
Background Document
World Conference on Education for All:
Meeting Basic Learning Needs
Jomtien, Thailand
5-9 March 1990
The well-researched and accessible pedagogy, Seven Principles for Inclusive Education, is the underpinning for all of Tanenbaum's curricula and teacher training programs (training in the Seven Principles is a core piece of all our teacher training programs). The Seven Principles can be applied to any classroom or lesson plan to increase equity and decrease exclusion.
1. Teaching All Students
Educators should take several different approaches to teaching the same material so that information becomes more interesting and tangible to a greater number of students.
2. Exploring Multiple Identities
Students who are proud of themselves and excited by the world around them will be more compassionate and understanding people; the same is true for educators.
3. Preventing Prejudice
Educators should take a proactive approach to debunking preconceived stereotypes and preventing them from escalating into prejudices and negative biases.
4. Promoting Social Justice
Students are good judges of what is fair, especially when they are affirmatively challenged to consider issues of social justice. Educators should talk to them about issues of social justice and injustice in terms of fair versus unfair, respectful versus disrespectful.
5. Choosing Appropriate Materials
Inclusive classrooms use books and materials that reflect accurate images of diverse peoples and challenge stereotypes.
6. Teaching and Learning About Cultures and Religions
Educators should create curiosity and expand students' horizons by teaching about others in a positive manner. Students should have the opportunity to learn from their peers as well as other cultures.
7. Adapting and Integrating Lessons Appropriately
Educators should be flexible when using and adapting lessons in our curricula, as well as in prescribed curricula in general. Many of the most teachable moments are unplanned and unscripted.
Forlin, C., Chambers, D., Loreman, T., Deppler, J., & Sharma, U. 2013. Inclusive education for students with disability: A review of the best evidence in relation to theory and practice. Report by Australian Research Alliance for Children and Youth (ARACY) for the Department of Education, Employment and Workplace Relations, pp. 1-67.
Since 2011, support to learning for
comprehensive school pupils has been divided into general,
intensified and special support. If intensified support is not
sufficient, special support is provided. After the legislation
amendment, the share of pupils having received intensified support
has grown yearly. The number of pupils having received special
support has gone down every year. These data derive from Statistics
Finland’s education statistics.
Three out of four pupils in intensified support received
part-time special education
Seventy-four per cent of the pupils who received intensified
support in 2013 received part-time special education, 57 per cent
remedial teaching, and 42 per cent special needs assistance and/or
interpretation services. Thirty-seven per cent of the pupils who
received special support received part-time special education, 34
per cent remedial teaching, and 57 per cent special needs
assistance and/or interpretation services. Twenty-seven per cent of
the pupils receiving special support had extended duration of
compulsory education.
One-fifth of comprehensive schools pupils received part-time
special education in the academic year 2012 to 2013