Ministry of Education (MoE) implements ‘Zero Reject Policy’ next year
Implementa on in phases to enable every student with special needs to have access to educa on
National education is for everyone and Ministry of Education (MoE) will implement ‘Zero Reject Policy’ beginning 2019, a policy that comes with not just teachers’ training but also upgrading of school facilities to make sure children with special needs have equal opportunity to receive education.
Under the policy, programmes like Inclusive Education Programme (PPI) and Integrated Special Education Programme (PPKI) and Special Education School will be introduced at all levels of education including preschool, primary and secondary school.
According to Section 29A(2) of the Education Act 1996 (Act 550), it is compulsory for all Malaysian parents to send their children who reach the age of six to
school for the Primary One study. Any parent who is found violating this regulation will be fined not more than RM5,000 or jailed not exceeding six months or both, upon conviction. According to the Act 550, all children with special needs have the rights to receive primary school education.
The Education (Special Education) Regulations 2013 points out that children with special needs should have access to education while the MoE implements various programmes to assist these special students to lead an independent learning life.
Deputy director of the Special Education Division of MoE Datuk Dr Yasmin Hussain said the Regulations have it that special students need to be certified by specialist doctors to provide evidence for their disabilities such as visually and hearing impairment, dyslexia and others. These special students can
enroll for the Special Education School, PPI or PPKI. The Special Education School is meant for students with special needs while PPKI is a special class for students with special needs and PPI is a programme for special students to have lessons together with other students.
Students with special needs can extend their schooling period such as additional one year each for Primary and Secondary education level. Those attending lessons at Vocational and Special Education Secondary School (SMPKV) can also enjoy a one-year extension.
Early intervention programme can better prepare special students with their learning
Yasmin said the MoE had taken the initiative to introduce ‘Early intervention programme’ to prepare children with special needs for education. This is a move to assess the abilities of special children so that the ministry can assign them to the most appropriate learning environment. It also helps to bring down the level of inconvenience for special children given that some schools may not have the necessary facilities to accommodate their needs. In the meantime, it is to reduce any psychological impact on learners with special needs. Because of this, she encouraged parents and guardians with special children to register with the respective schools in the country two years before they reach six. Before enrolment, she said to apply for government assistance these children need to be medically certified by the various specialists for an assessment.
She said the ‘Early intervention programme’ would serve as a platform for children to acquire psychological support, receive treatment and recover to minimise any possible impact on learning. At the same time, it is also to determine the type of specific equipment that is required for the special children. Parents or guardians can approach the MoE’s Special Education Division for the ‘Early intervention programme’, which they can follow through at home.
“Children with special needs, at the age of four or five, can have access to preschool education. The respective state education officers are obligated to follow up on their performance at the preschool level and make arrangement for them to proceed with primary school education; they should also submit reports at different phases to determine where to send these special children for secondary school education, vocational training or even college studies.”
Individual Education Programme (RPI) to assist parents in their children’s learning
It requires concerted efforts to train children with special needs, and parents can make use of RPI to understand and help their children learn and grow.
She said RPI would serve the purpose of keeping track of the strength and weaknesses of students. Teachers, through the input of parents and family members, can observe and discuss the individual needs of a student and subsequently provide the appropriate guidance in learning. Such move aims to figure out the best approach in both teaching and learning.
According to Yasmin, parents play a pivotal role in this RPI given that a child needs to have his or her individual schedule assessed and modified accordingly five weeks after schooling.
To have 75 per cent of children with special needs in mainstream education by 2023
The government has been proactive in improving and upgrading the national special education system, but faces various challenges when it comes to implementation.
Among the challenges are the lack of proper infrastructure at schools to meet the needs of special children as well as how to help special children adapt to the learning environment and the lack of teachers and assistants with the right qualifications.
Under the ‘Zero Reject Policy’, the Special Education Division will initiate a lot of improvements such as making all government schools friendly to the physically challenged. Providing schools with the necessary equipment will be done in stages. To date, a total of 170 schools in the country have been upgraded with four handicappedfriendly equipment namely railing, wheelchair access and toilets for the physically challenged and designated parking.
In 2019, the MoE will implement PPI in primary schools in stages. This year, 50.1 per cent of special students have been included in the PPI and the ministry targets to raise the percentage to 75 per cent by 2023. Starting next year, teachers will undergo special training programme to focus on behavioural learning management, self management and 3M which is oral, writing and calculation.
In order for ‘Zero Reject Policy’ to succeed, Yasmin said the ministry needs the close cooperation of both parents and educators to be caring and patient enough in guiding children with special needs.
She added that the MoE had always emphasised the three major elements - love, happiness and mutual respect - that are expected of an educational institution.
As of Oct 31 this year, there are 34 Special Education Schools with 1,271 teachers, 2,530 students and 363 student management assistants while there are 2,343 learning institutions, 13,947 teachers, 65,120 students and 5,816 student management assistants under the PPKI, 6,202 learning institutions and 42,210 students under the PPI and 13 special education centres.
These figures comprise preschool learners.
The total number of students with special needs stands at 83,598, and this figure includes pre-school learners.