1.

0 Concepts, Aim And Policies Of Inclusive Education

According to Dr. Mazlee Malik, the Inclusive Education Program is defined as being
equitable in education for the Special Educational Needs Pupils to learn together with the
normal pupils in the mainstream ("Programme for Successful Special Needs Students", 2018).
In short, inclusive education means special needs placed in the mainstream classes to follow
teaching and learning activities with their normal peers to adapt to all aspects of both the
curriculum and co-curriculum (Mokhtar Rais, 2018).

Inclusive education is actually raising awareness to the public not to deny the potential
of special educational needs learners and to accept that their inability can be minimized if
given equal opportunity (PPI Guidelines, KPM 2013). As a result, special educational needs
adapts to the mainstream students to improve their communication skills, daily life skills and
competitiveness with normal peers in line with Special Education Philosophy.

Under Appendix A, inclusive educational programme may be conducted in all

government schools in a partial inclusion or full inclusion manner. In partial inclusion, special
educational needs follows some of the national or national curriculum-based academic
subjects that are modified with little or no support services and specific co-curricular activities
according to their ability with mainstream pupils with the help of special education teachers.
Meanwhile, full inclusion implementation is the inverse of partial inclusion.

However, the special educational needs placement in the mainstream is according to

the age cohort of pupils or more than two years from the pupils in the mainstream (PPI
Guidelines, KPM 2013). In each inclusive class, the total special educational needs must not
exceed more than five people. Special educational needs placement must have written
permission from the parents. According to Indra Subramaniam (personal communication,
October 10, 2018), the success of inclusive educational programme, implementation can be
seen from four different aspects as in Appendix B. Thus, the four aspects of these aspects are
also in line with PPI's progress.

2.0 The Role And Responsibilities Of Stakeholders In The Implementation Of The

Inclusive Education Program (PPI) In Government Schools.

First of all, parents should consult with a clinical professional at an early stage if they
find that their child has a minimum disability such as Learning Problems, Vision Problems and
Hearing Problems to ensure that special educational needs gets equal rights to study at
school. Additionally, parents need to be confident with inclusive programme first. Hence, they
should agree with the teachers in understanding the purpose and importance of the special

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educational needs and the construction of the Individual Education Plan (IEP) should be
integrated (Cheong, 2018).

Furthermore, the school should be responsible for all planning and implementation of
inclusive education in school as always to ensure that special educational needs attendance
is also accepted by school and special educational needs also take initiative to adjust with the
mainstream student (Husna Suryani, 2016). Additionally, the administrator must also be
cautious in obtaining infrastructure and equipment for the special needs from the MOE to build
a conducive environment for teachers and special educational needs. In addition, the teacher
should give a fair education to special educational needs so that there is a sense of fairness
with the attendance of pupils in physical disorders.

Meanwhile, the commitment of the Spastic Children's Association to provide early

intervention for mentally retarded children between the ages of 2-16 also proves that
government and non-governmental organizations are concerned about the 'Quality' of special
educational needs as it is focused in the School Transformation Program (TS25) in Student
Aspiration in Malaysia's Education Development Plan (PPPM) 2013-2025.

3.0 EFFECTIVENESS AND IMPROVEMENTS OF TEACHING AID IN RELATION TO

INCLUSIVE EDUCATION PEDAGOGY

To fulfil the requirement of this assignment, I choose slow learners from Year Four as
my subject to demonstrate the teaching aid that I’ve innovated. The innovation that I’ve
produced for my targeted group is Roll, Move and Write Board Game. My purpose for choosing
Year Four as my target is because during my first practicum in SJKT Ladang Chemor, I’ve
noticed there were still pupils who were unable to identify and spell simple words like common
nouns. Slow learners are basically those with less interest in studies and in order to keep them
attentive, teachers should always incorporate something creative and fun.

The board game that I have innovated was prepared based Year 4 Document Standard
of Curriculum in Assessment (DSKP) of learning problems. I used simple pictures to help the
pupils to identify the names of the things. Besides, to make it easier for them to spell the word,
I gave the first letter of each word below the picture. This board game comes with a dice and
few emoji erasers that function as the counter. I used emoji erasers as my counters because
this could attract the pupils interest towards the game. I’ve also prepared this game in two
levels. Where in the first level, pupils only will be given words with 3 letters and moving on to
the second level, pupils will need to solve for words with 5 letters. This can help to brainstorm
them while competing with their fellow competitors to win the game.

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 In order to play this game in level 1, pupils have to roll the dice and move their counter
according to the number appears on the dice whereas in level 2, pupils will need to roll the
dice twice as there will be given 12 pictures. When their counter landed on the specific picture,
pupils have to solve the word by spelling it out loudly and then write them in the answer sheet
given. Pupils will be awarded with 5 marks for each correct answer. Once they’ve written the
correct spelling, now the pupils have to construct a simple sentence using the words. By doing
this, pupil can enhance their critical thinking skills. Pupils will be guided by the teacher if
necessary.

On 14th March 2019, I went to SK Pakatan Jaya at Taman Perpaduan to test my kit on
the slow learner in Year 4 Jujur. I chose four pupils and gave them to play this board game.
Fortunately, my kit worked. Pupils were so excited to play and compete with their friends to
win the game. Eventhough, my kit was very simple but it had helped the pupils a lot. However,
I still need to make improvements on my kit to help the pupils better in future. The pupils could
identify the words correctly but they were unable to construct sentences using the found word.
To improvise my innovation, maybe I can record the sentence and save it in a QR code. Once
the pupils, have found the word, they would have to scan the QR code and the sentence would
appear. Pupils then need to write back the sentence in the answer sheet. This can enhance
the slow learners learning skill.

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REFERENCE

Abdullah Yusoff (2017). Memahami Kecacatan Bahasa Dan Komunikasi. Selangor: Dewan
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Aziz Sulaiman & Rubiyani Omar (2018). Pelaksanaan Program Pendidikan Inklusif Bagi Murid
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Cheong, K. L. (2018). Pendidikan Inklusif: Siri Pendidikan Guru. Selangor: Oxford Fajar.

Farrell, P. & Ainscow, M. (Ed.). (2006). Making Special Education Inclusive. London: David
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Garis Panduan Program Pendidikan Inklusif Murid Berkeperluan Khas (2013). Kementerian
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http://www.moe.gov.my/v/pelan-pembangunan-pendidikan-malaysia-2013-2025
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