Inclusive Education In Malaysia Education Essay - 0 views
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Inclusive education in Malaysia originated from the ‘special education’ agenda as defined in the Education Act 1996 (1998) and its approach is referred to this tradition.
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These mandates are intended to promote equal rights and access to education for persons with disabilities. The ‘educability’ criterion assumes that there are children who are uneducable within the public school system and thus these children are catered to within community-based rehabilitation (CBR) settings (MOE, 2006). CBR programmes are government-initiated, centre-based programmes at the community level aimed to provide education that emphasises therapy and rehabilitation to children with learning disabilities (Kuno, 2007). CBR programmes are quite detached from the mainstream school system. However, in practice, the division between both provisions is less definite, and students who should benefit from them become victims of bureaucratic procedures (Adnan & Hafiz, 2001).
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Malaysia embarked on the first stage when the first school for the blind was opened in 1929, followed by a school for the deaf very much later in 1954
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Arnesen & Lundahl 2006 Still Social and Democratic? Inclusive Education Policies in the... - 0 views
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In this article, education policy is analysed from a welfare state perspective
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analyse the significance attributed to social‐inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies
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Four aspects are addressed: (1) access to education and measures to prevent social exclusion of young people, (2) comprehensiveness of education in terms of public/private, integration/segregation of e.g. minority children and children with special needs, (3) emphasis on democratic values and participation, (4) the importance of community and equality versus a focus on the individual.
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Inclusive Education in Finland: A thwarted development | Saloviita | Zeitschr... - 0 views
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Finland differs in the amount of segregated education from its Nordic neighbours Sweden, Norway, and Denmark, where the proportion of segregated education is very low.
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statistics collected by the European Agency of Special Education (2003), Finnish numbers are more comparable with the situation in Germany, Switzerland, and Belgium.
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A simple explanation for the large percentage of segregated education is the models of financing. In Finland local authorities receive extra money for each student removed into special education. It has been shown that this kind of financing explains best the international differences in the number of students in special education (Meijer, J.W., 1999).
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Inclusion of preschool children with autism in Sweden: attitudes and perceived efficacy... - 0 views
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This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self-efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden.
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In general, findings revealed that preschool teachers held positive attitudes towards children with autism,
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teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms
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No child left behind: (Relative) equity in Finnish schools - Inside classroo... - 0 views
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not only is Finland a top performer in all three subjects tested in PISA, they manage to do so while making schooling equitable.
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The aim of day-care is to support balanced growth, development and learning as well as promoting the personal well-being of all children, which means that by the time they start formal school at age 7, Finnish children that would have been behind developmentally at age 5 have had the time and the support to catch up.
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In Finland, although there is no formal education until age 7, most students attend preschool at 6, and day-care is available to all children under this age. This day-care is provided by the local authority in over 90% of cases, and its cost is dependent on the size and income of the family (bigger families pay less per child, and low income families pay nothing).
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Mohd Yusof et al 2011 Teachers' Perceptions on the Blended Learning Environment for Spe... - 1 views
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Challenges: several factors shown in the model that defined challenges in learning environment according to the teachers' perceptions. They had shared that, they have limited content on ICT based materials to apply and implement in the learning environment. These also included the lack of digital resources suitable for special needs learners, the non-digitalized assessment and tasks. Moreover, the elements of interactivity are limited in the learning environment. In terms of connection, the space and the facilities for special education is still limited. Moreover, it has been assumed that the special needs learners had limited confidence to use the ICT facilities and to operate it. The teachers felt that they could not the ICT facilities in learning because they lacked the skill and experience to operate the ICT facilities. "Although access to ICT is not a problem; teachers felt they lack the necessary skills to integrate ICT"(Ngah & Masood, 2006, p. 238). The government has provided the facilities, however, the teachers are unable to utilise it. Benefits In term of benefits of a blended learning environment, the teachers felt that ICT will give them the opportunity to enhance their computer literacy skills. They might only know what it is, but they can learn and use it in their teaching. Moreover, it wills build-up teacher creativity to build their own learning environment that suits the students. For example, the animation project helped the special needs students to learn a new skill and enhance their attention and motivation (Yusof & Aziz, 2010; Yusof & Song, 2010). According to previous research by Mayer & Moreno (2002), Mayer's principle had shown the benefit of using the multimedia as the tool help enhance student engagement. He also stated the guideline to ensure the suitable elements in the multimedia content (Mayer & Moreno, 2002; Yusof & Aziz, 2010). The use of ICT helps them to minimize the use of paper, and the activities on a computer ca
Special Education History | History of Special Ed in the U.S. - 0 views
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for nearly 200 years after the United States was established in 1776, little was done to advance the rights of its disabled students
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over 4.5 million children were denied adequate schooling before legislation to ensure equal education opportunities for special education children began in the early 1970s.
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once legislation began, a steady stream of mandates, laws and decisions presented special needs students with opportunities previously unheard of. Suddenly, the foundation of a quality, individualized education in an accepting, unrestricted environment made independent living an option.
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Top Ten Things To Do in Cambridge - 0 views
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see Cambridge University colleges in broad daylight
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Scott Polar Research Institute
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the Fitzwilliam Museum, the art and history gem of Cambridge
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BBC News - No siblings: A side-effect of China's one-child policy - 0 views
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Chinese families used to have an average of four children each, but life changed radically in 1979, when a law was introduced dictating that most parents could only have one child. Last week, we learned that the policy will now be relaxed, after being enforced across the world's most populous country for more than a generation.
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"On the township roads, there are slogans written on flamboyant red banners, telling people to have fewer children and raise more pigs,"
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"Most of my audiences don't realise they have a special identity," he explains, noting that many parents even stopped questioning why they couldn't have more than one child and forgot that things had ever been different.
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10 questions to understanding PISA results | The EDifier - Center for Public Education - 0 views
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The rhetoric pertaining to the quality of our public schools is certainly going to be amplified tomorrow, with critics lamenting how the results show our public schools are in dire straits while others will argue the results are meaningless
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an assessment of reading, math, and science literacy given every three years to 15-year-old students in public and private schools in about 65 countries.
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international institution Organisation for Economic Cooperation and Development (OECD) coordinates the development and administration of PISA worldwide
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Validating a Survey: What It Means, How to do It - mTAB Survey AnalysismTAB Survey Anal... - 0 views
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