Ámbitos de riesgo: la escuela y la actividad deportiva

IE in Malaysia can be considered to be functional integration rather than total inclusion (UNESCO, 2009). This can be reflected through various options and opportunities for the children with SEN that are provided in order to be able to have better access to education. Besides schools under MOE, there are also community centres run by the Department of Social Welfare and other privately owns centres run by various non-governmental

organisations (NGOs). For example, KIWANIS Down Syndromes Foundation where its main focus is to educate children with Down Syndromes up to six years old and the National Autism Society of Malaysia (NASOM) a society formed by a group of parents and professionals to deliver lifespan services to the community of persons suffering from autism. Thus IE is implemented with the involvement of government and private sectors from the school level to the community to give support services inside and outside of the classroom either academic or and non- academic to enable children with SEN to be included in mainstream classrooms.

This concept corresponds to the statement in the Education Rules (Special Education) 2013 which stated that children with SEN should participate together with other children in the same classroom whether they are in government schools or government aided schools. Thus the aim of the IE programme is to increase the participation and give opportunities for children with SEN to learn together with typically developing children in the mainstream classrooms. IE also aims to raise awareness in society about the potential of children with SEN and believes that their disabilities could be minimised if they are given equal opportunity.

There are two approaches of IE implemented in Malaysia; full Inclusive where children with SEN learn full time together with typically developing children. Children with SEN study all

subjects based on the National Curriculum which is adapted with the help or without the help of the support services. Meanwhile, half Inclusive is where children with SEN learn together with the typically developing children for certain subjects or co-curricular activities based on their capabilities. Children with SEN in the half inclusive participate for academic subjects based on the National Curriculum (which is adapted with the help or without the help of the support services). On the other hand, the co-curricular activities are based on the children with SEN’s potentials, talents and capabilities.

The children with SEN need to undergo the MOE assessment in order to be accepted in the IE programme. For example Diagnostic test 1(Ujian Pengesanan) for children with learning difficulties which include five elements; 1) Signs of hearing problem; 2) Signs of visual problem; 3) The level of mastering the basic skills of individual development; 4) The level of mastering the spelling, reading and writing and; 5) The level of mastering numbers (MOE, 2011). This test will normally held in January to determine the placement for SEIP or IE classrooms. The children who passed this test will start their teaching and learning process in February until end of the year. However, those who failed will be placed in SEIP from February until end of the year and sit again for the Diagnostic test 2 to be considered in IE classrooms. Based on Diagnostic test 2, those children who are not qualified will continue their education in SEIP. Additionally, their chronological age should follow the typically developing children age or one year addition of age. In order to ensure their placement in the IE programme, the class size should be less than 35 children, not more than five children with SEN in the mainstream classroom, the location of the classroom should be on the ground level and the placement of the children with SEN should be granted permission by their parents.

Children with SEN in the IE programme should be using the National Curriculum through the modification of teaching method, materials and delivery. For example, teachers should assess suitable teaching and learning activities with interests and talents of the children with SEN in mind. Modifications also can be conducted through teaching approaches such as introducing authentic materials or the use of e-learning or other current appropriate computer technology. Parents should also share with teachers the talents and interests of these children when they are at home, so that teachers can further extend and use these in the classroom.

Medical reports, profiles, test analysis and progress records should be utilised by teachers in planning the teaching and learning activities. Therefore, mainstream teachers and SE teachers should collaborate in order to plan suitable teaching and learning activities. For schools with SEIP (see 2.4.4), SE teachers need to play their role in assisting mainstream teachers by doing team teaching. However, for the school without SEIP, teachers should seek assistance

from the nearest SEIP teachers, officers from District Education Department, State Education Department or SE Division.

As stated in Circular No.23/1998, children with SEN who followed the IE programme should equally be assessed in the same ways typically developing children (see 2.4). The children with SEN need to be registered as SEN candidates for the national examination in order to get some privileges, facilities and support services particularly during examination. For example, they will be allocated for extra time, they also will be appointed for reader for dyslexic

candidates and they will be provided for support equipment such as computer, printer and magnifying glasses. Thus, mainstream teachers should be given training in terms of managing examinations to support children with SEN during assessments.