Programme Day 2

Mr. Zaheer Merchant (L)
Quest International University Council
Director, Corporate Affairs, QI Group

Dr. Toh Teck Hock (L)
Paediatrician and Head of Clinical Research Centre,
Sibu Hospital, Sarawak, Malaysia
Vice President of National Early
Childhood Intervention Council (NECIC) Malaysia

Title: Embracing Uniqueness: Empowering A Child’s Life

Children with disabilities are a prevalent population, yet everyone is different, from their abilities to their family background. Despite the disabilities they are born with, we can optimise their potential with early recognition and quality early intervention programs. We aim to prepare these children to enter an inclusive education setting and, later in life, an inclusive social environment. We embrace their uniqueness and empower their lives by ensuring these services are available and accessible to them and their families. Although there have been many achievements and successes, much has yet to be done and see improvement. A positive partnership involving the various sectors as well the parents are hence much needed.

Theme 1
Educating the Unique:
Identifying Children with Special Needs

 Dr. Phoon Hooi San (R)
Identifying Children with Language Disorder

Theme 1
Educating the Unique:
Special Educator in the Inclusive Classroom

 Dr. Jane Warren (L)
Valuing Inclusion – How Do We Really Do This? Practical Strategies for Inclusion in an Early Childhood Centre

Theme 1
Educating the Unique:
Changes, Challenges and Choices: Creating a Curriculum for All

 Theme 3
Empowering Communities:
Community-Based Rehabilitation

Mrs. Constantia Milides (L)
Prompt Reliance for Students with ASD

Theme 1

Educating the Unique:
(1) Challenges and Choices: Creating a Curriculum for All;
(2) New Pedagogical Paradigms

Theme 1

Educating the Unique:
(1) Identifying Children with Special Needs;
(2) Special Educator in the Inclusive Classroom

Theme 3

Empowering Communities:
(1) Education; Sustainability and Society;
(2) Live Independently;
(3) Vocational Education and Training

Theme 4

Breaking Boundaries: Counselling, Guidance and Adjustment in Education

Ms. Bernice Han Ziao En (L)
Epilepsy in the Malaysian Classroom: Teacher Preparedness

Ms. Revati Ramakrishnan
Malaysian Preschool Teachers’ Perception towards Inclusive Education

Dr. Meera Suresh (L)
Balavidyalaya and the Success of DHVANI in Helping Infants and Young Children with Hearing Impairment Develop Language and Speech Skills

Ms. Nor Siti Rokiah Abdul Razak
Augmentative and Alternative Communication (AAC): The Need for Teacher Guidelines

Ms. Tishalini Menon Jothinathan
Malaysian Primary School Teachers’ Implementation of Inclusive Education During the Covid-19 Pandemic

Dr. Sunitha Sivakumaran (L)
Persons with Disabilities Act 2008: What is Lacking?

Ms. Nuha Amgad Mohamed
Using LEGO To Cultivate Creativity in The Inclusive Classroom

Assoc. Prof. Dr. Rafidah Aga Mohd Jaladin
Assessing Teacher Readiness for Inclusive Education in Malaysia

Mrs. Shafiah binti Rosli
Experience of Parent Coaching for Language and Communication Intervention: A Case Study

Dato’ Dr Amar-Singh HSS
Consultant Paediatrician
Advisor, National Early Childhood Intervention Council (NECIC), Malaysia
Advisor, National Family Support Group for Children & People with Special Needs
Honorary Senior Fellow, Galen Centre for Health and Social Policy

(Closing Speaker)

Title: Future of Special Education Services in Malaysia: Weaving the Tapestry that Child, Families & Teachers Needs

Education services for children with disabilities have slowly improved in Malaysia, evolving from services for children with physical disabilities to encompass those with learning disabilities. It has moved from being civil society organisation led to greater involvement and service provision by the government. However, implementation is still an issue, especially of inclusive education, universe design for learning, support for teachers, involvement of families, evidence-based practices and meaningful outcomes monitoring.

This paper outlines the challenges facing the education for children with disabilities in Malaysia, offers suggestions and outlines the key ‘movements’ required on how the process can be hastened and improved. It is hoped that the education system, professionals, parents of children with disabilities, civil society and the government will move in the direction of core areas that underpin current best practices. It is important the quality services are not concentrated in urban settings but must reach all rural, indigenous and poor communities. There has also been insufficient consultation with the disabled to plan education services.

Supporting the inclusive education of the disabled will significantly improve the learning and outcomes for all children, including those without disabilities. We need to move away from a deficit-based and ableist approach to one that accepts all children as individuals with rights to a meaningful education. As always, our focus must be on the needs of all children and their families, and not on those of the provider or the services.