Topic 2 & 3

• Full inclusion


  Placement of disabled students in general education classrooms for the entire day. General ed teachers are responsible for both special needs and non-special needs children.
• Partial inclusion


  Placement of disabled students in general education classrooms for part of the day. Both general and special education teachers are responsible for pupil's learning.
• Integrating inclusion into the classroom

  • Parents involvement
  • Integrated curriculum
  • Collaborative teaching
• Parents involvement


  1. Help determine the special resources needed and plan the child's lesson

  2. Keep teachers updated on the student's success outside of the classroom so that teacher know if the teaching method is benefiting the student
• Integrated curriculum


  Combines a regular lesson with life skills that students with disabilities will need in the future. More beneficial to the students in a partial inclusion classroom.
• Collaborative teaching


  Requires a general and a special education teacher to work together inside or outside of a general education classroom to meet the special needs of an exceptional student. The blending of personalities and teaching styles will allow the student to get the most out of a lesson. The students with disabilities will be able to learn the lessons that students without disabilities are learning, but have the lesson modified so they are able to learn better and grasp the information they are being taught.
• Roles and Responsibilities in the Implementation of Inclusive Education Programmes (PPI)


  • School Administrators
  • Mainstream Teachers
  • Resource Teachers
  • Special Education Teachers
  • Students and Parents
  • Government and Non-Government Bodies
• School Administrators


  Refers to the headmaster or principal (head of the school administrator) and senior assistant teachers (GPK)
• School Administrators


  • Individuals responsible for bringing changes to the school climates
  • The reason why a school can function inclusively
• Roles of School Administrators

  1. Establish, chair, and move the JPPKS

  2. Set vision and PPI planning plans

  3. Ensure the implementation of PPI is in accordance with the Guideline for the Inclusive Education Program for Students with Special Needs (2013)

  4. Ensure teachers make curriculum and pedagogy modifications

  5. Provide school staff with professional development training

  6. Strive to foster a productive two-way relationship with parents and the outside community

  7. Strive to organise and re-culture the school organisation in a more inclusive direction

  8. Ensure the admission and placement of MBK is managed smoothly

  9. Ensure the safety of MBK is guaranteed in terms of bullying
• Roles of Senior Assistant Teachers

  • Identify mainstream teachers who will be involved in PPI
  • Simplify the application procedure for MBK
  • Identify mainstream teachers who are eligible to attend courses related to IE
  • Manage the distribution of MBK to participate in school co-curricular activities that suits their abilities
• Mainstream Teachers


  • Understand and comply with current educational policy demands: Malaysia Education Blueprint (2013-2025)
  • Provide assistance and support to MBK: Acknowledge and welcome them - have a big impact on student success
  • Create an inclusive atmosphere in the classroom: help them to adapt in the mainstream classroom
• Roles of Mainstream Teachers

  1. Innovative in lesson planning: modifying the curriculum (multisensory - seeing, hearing, doing, touching)

  2. Conduct student assessment: formal and informal assessment (to evaluate students' progress) written report, recording, checklist

  3. Collaborate with special education teachers: to understand MBK more, identifying their strengths and potential

  4. Share ideas with parents and other professionals

  5. Attend professional development courses
• Resource Teachers


  Special education teachers placed in regular schools who have PPKI
• Roles of Resource Teachers

  1. Focused on providing support and cooperation directly to teachers and special needs students (MBK) in inclusive classes

  2. Act as facilitators to provide guidance and mentoring to MBK during co-teaching with teachers in a mainstream environment

  3. Provide support to teachers, hold meetings with teachers to discuss MBK's academic achievements or behavioural problems, share experiences and effective MBK behaviour modification techniques

  4. Help mainstream teachers identify MBK who have the potential to be included, help teachers prepare the teaching aids

  5. Acts as a companion teacher to MBK students when they face difficulties in doing practical or physical activities

  6. Give direct lessons to MBK before or during the teaching and learning process and after class for topics that are difficult for students to follow
• Roles of Special Education Teachers

  • Providing Support Services to Subject Teachers
  • Guiding Students with Special Needs
  • Identifying Students for Inclusive Education Programs
  • Assessing Students with Special Needs
  • Conducting Professional Development Courses
  • Attending Meetings with School Administrators, Parents, and Related Parties
  • Implementing Individual Education Plans (RPI) for Special Needs Students
• Students and Parents


  • Normal students need to understand the special needs of their new classmates and embrace the presence of students with special needs (MBK) in their classes
  • Parents should strive to build positive relationships with the school to create formal spaces for interaction between parents and school teachers
• Home-Based Interventions by Parents

  1. Providing Encouragement and Reinforcement

  2. Providing Homework Support

  3. Providing Teaching and Learning Support
• Involvement of Government and Non-government Organisations

  • Ministry of Education (KPM)
  • Ministry of Women, Family and Community Development (KPWKM)
  • Ministry of Health (KKM)
  • National Autism Society of Malaysia (NASOM)
  • Kiwanis Down Syndrome Foundation
  • Bethany Home Perak
  • Persatuan Bantuan Pendidikan Kanak-kanak Khas
• Roles of Government and Non-government Organisations

  1. Provide consultancy, monitor the implementation of inclusive education, provide training and professional development support for teachers

  2. Eliminate the public's discrimination against people with disabilities (OKU), educate and increase the public's awareness of the rights of the disabled

  3. Provide technological aids such as wheelchairs, special glasses, hearing aids, artificial limbs, canes, braillers

  4. Provide prevention, intervention and assessment services to all schools, diagnose children's disabilities and help interpret medical records to parents and schools

  5. Conduct action research to identify new techniques and methods to help students easily learn subjects, collaborate with inclusive education teachers to expand various integrated sports and recreational activities, monitor programs in schools and have a special assistance scheme, organize awareness campaigns, provide advisory services to technology institutions