Conclusiones Parciales

Malaysia provides free education for all Malaysians. The public primary schools are divided into two categories depending on the medium of language used in teaching; Malay-medium National Schools (Sekolah Kebangsaan (SK)) and non-Malay-Medium National-type schools (Sekolah Jenis Kebangsaan (SJK)) or also known as vernacular schools which are Mandarin-medium and Tamil-medium. All schools admit students regardless of ethnicity and language background. In addition to the public schools, some students enrol in private or international school.

The general education in Malaysia starts with two years optional preschool between the ages of five or six. Young Malaysians enter compulsory primary

27 school at the age of seven starting with Standard One and remain for six years until Standard Six at the age of 12. During this period, pupils have internal assessment at the end of each year to identify their level of achievement. In Standard Six, the pupils have to sit for Ujian Penilaian Sekolah Rendah (UPSR) or Primary School Assessment Test. They then continue by beginning their lower secondary education at Form One at the age of 13. Pupils have to sit the Penilaian Menengah Rendah (PMR) or Lower Certificate of Examination in Form Three at the age of 15.

Depending on the results of this examination, students can choose either to continue in an academic, technical or vocational stream at the upper

secondary level of Form Four and Five. At the end of Form Five, students have to sit for an important examination of Sijil Pelajaran Malaysia (SPM) or Malaysia Certificate of Education for qualification in their streaming area. Depending on the results, students have different alternatives to choose and must decide whether to continue to enter the matriculation programme or A Level, do certificate or diploma courses, or opt to stay at school in the Lower and Upper Six Forms for another two years, where they have to take the Sijil Tinggi Pelajaran Malaysia (STPM) or High School Certificate at the end of Form Six. If they pass this examination, they are eligible to enter institutes of higher education or universities or look for a job depending on their choice. A standard special education structure was introduced after the development of the SED in 1997 which typically follows the general schooling system. However, it was only introduced in the Malay-medium National school. Two

28 flexible extension years are offered for pupils with special educational needs depending on an individual readiness and maturity to undertake the

curriculum (Special Education Division, 2008).

The term ‘pupils with special education needs’6 _{refers to pupils with visual}

impairment, hearing impairment or learning disabilities. Pupils with physical impairments are not included since they can go to mainstream school. Specials school which cater for pupils with visual impairment or hearing impairment were set up to provide special assistance and expertise while the special education programme for pupils with learning difficulties is included in the mainstream school. The flow chart of education to employment for

persons with learning difficulties is summarised in Appendix 2.1.

In general, the SED defines a ‘student with learning difficulty’ as any child who has been diagnosed and confirmed by a medical practitioner as being included in one of the following categories:

•Down’s Syndrome •Mild autism

•Developmentally delayed •Mild cerebral palsy

•Mild mental retardation •Hyperactive

29 •Hypoactive

•Mild behaviour problems •Mild emotional problems

•Mild attention deficit disorder and •Other mild learning problems.

Based on this definition, only those who are defined as having mild

disabilities are entitled to join special education programme (SEP) and the decision for enrolment is decided on certain criteria. The standard measure applied in the placement for this group is that the pupil is toilet-trained and understands simple instructions. Thus, those who are not achieving these basic requirements will be offered places in the CBR under the management of DPwDD. These centres also have a structured syllabus suited to the capacity of those students who mostly have significant conditions or impairments. Those with higher support needs will be placed in the rehabilitation centre called ‘Taman Sinar Harapan’ also under the responsibility of DPwDD to cater for their essential necessities.

In terms of inclusion, the students within the education system may be segregated or partly or fully included. The decision in relation to the degree of inclusion that is allowed is based on their level of ability to follow

instructions in the mainstream classes. The development of policies on inclusion in education followed the UNESCO’s declaration of “Education for All” (UNESCO, 2011) and aims to encourage interaction between students with special needs and mainstreams students (Special Education Division,

30 2008). While students in full or partial inclusive education are taught the national curriculum, those who remain in the segregated programme will have a different syllabus known as “Primary and Secondary Special Education Syllabus for Learning Difficulties” (Special Education Division, 2004). This syllabus concentrates on reading, writing and counting skills and also behaviour modification. It concentrates on four main areas namely living skills, functional academic skills, spiritual and moral education and social, recreation and creativity areas.

This general syllabus acts as a guideline and needs a flexible and adaptable approach from qualified teachers to ensure that it suits their students’

abilities and interests. Thus, the practicality and implementation of the curriculum depends a great deal on the creativity and commitment of the teacher. Therefore, teachers in special education programmes play important roles in shaping the syllabus to support students to be independent and able to contribute to the development of the country.

Despite the fact that some students with learning difficulties are given the opportunity to follow the national curriculum, they would not usually be

expected to sit examinations for the national assessment system. As a result, it is likely that most leave the education system without any qualification. However, there are no data currently available on this issue.

Realising the importance of a proper training programme, vocational training was introduced within the special education curriculum in 2008. It aimed to enable students to acquire communication, social and basic vocational skills

31 for employment (Special Education Division, 2008). The vocational syllabus has three main elements covering employment skills, training and sheltered workshop:

1. Training within the school in the form of projects which are

planned. For example, farming and selling produce. Another example is entrepreneurial activities such as making ice-cream, biscuits, cakes and other products to sell or rearing fish, birds and other animals. 2. Job training which involves external parties or external jobs. This

involves obtaining products from factories to do packaging or assembly during school hours. Another form of job training is to produce hand made products such as batik painting, flowers and others for sale. 3. Practical job training. Simulating or creating an actual work

environment for a particular job such as washing cars, laundrette, and others which can be done in the school. The students are also sent for the practical work experience component to the open labour market with supervision by a work supervisor.

(Special Education Division, 2008:37) The function of a sheltered workshop is to provide experience, training,

assessment and employment for persons with learning difficulties. Some sheltered workshops operate independently under the management of the school while others have a contract with an agency which provides

employment services. The product produced in the sheltered workshop is of secondary importance while the individual’s work experience is of primary

32 importance to instil interest, interpersonal skills and fulfil the need for social life. It is necessary for sheltered workshops to have vocational skills

assessment, general or specific job training, training opportunities for individuals with learning difficulties, opportunities for recreation and employment services to assist in obtaining a job in the future (Special Education Division, 2008).

The vocational skills training courses for persons with learning difficulties are also taught in Indahpura Vocational School which caters for all students with disabilities. There is a different curriculum for each category of impairment group. The curriculum for students with learning difficulties consists of selections of courses: beautician, food preparation/ kitchen assistant, linen attendant/laundry room attendant/housekeeping. Additionally, vocational training is also offered by non-governmental organisations (NGOs). However, since the medium languages used are Chinese or English they have low participation from the Malay communities.