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TUAN NUR ALYA IRDINA BINTI TUAN MOHD KHOSIM IPG-Pelajar

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Blue and Yellow Fun Colorful Trivia Quiz Kids Game Presentation

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HASANAL RIZQIN BIN MOHAMAD NADZRI IPG-Pelajar

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Readiness to teach students with visual and hearing impairment

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The course has covered a range of disabilities, including visual and hearing impairments. Reflect on the knowledge, skills, and attitudes you have gained throughout the course.

Question:

1. Evaluate your own readiness to teach students with visual and hearing impairments in an inclusive classroom setting.

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ANSWERS:

Students’ Criteria

For the qualification to be included in Inclusive Education Programme, a student with special needs has to pass certain assessment which is determined by Ministry of Education (MOE). Besides, the qualified student will be included in age appropriate mainstream classroom or different at one year older than the mainstream students.

Students’ Placement

Committee of School Special Education Programme will approve the qualified students with special needs to follow the Inclusive Education Programme. The student will be given a maximum of three months trial period in Inclusive Education Programme. For those who fail the trial, they will return to integration programme in special education. The students with special needs are encouraged to be placed in the mainstream classrooms with not more than thirty five students. Each of the mainstream classrooms will not being placed more than five students with special needs. They will be included in the mainstream classrooms which are equivalent to their achievement.

2. One of the stakeholders would be the principles. Principals need to set a good example by giving full support to teachers to carry out Inclusive Education for learners with learning disabilities in school. Principals should not leave everything to the teachers involved but help to facilitate the teachers to provide effective and fair learning for all students. This is because they (students with learning disabilities) also deserve to receive knowledge like their ordinary friends.

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Question 1

For students placement, the pupils are required to join a mainstream classroom for three months as trial period to test the pupils eligibility to be fully integrated into mainstream classroom.

Students criteria is the other elements, in which the pupils are required to pass a test to evaluate the pupils abilities. This will help to determine the pupils level and put them in a classroom that suits their level better

Question 2

The impact of one of the stakeholders which is the headmaster on implementation of the Inclusive Education Program is the ascertainment of inclusive learning environment at school. The headmaster is responsible to make sure that his/her school implements the necessary Inclusive program to cater to the needs of pupils with learning disabilities. For example, the headmaster needs to make sure that the school is equipped with a ramp to help pupils with wheelchairs to move around.

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1. Students' Criteria and Students' Placement are crucial elements in the implementation of the Inclusive Education Program in Malaysia. These elements are practiced to ensure that the educational needs of all students, including those with disabilities or special needs, are met within the mainstream education system.

Regarding students' criteria, the Ministry of Education, in collaboration with relevant agencies and professionals, has established a process to assess and identify students with disabilities or special needs. This assessment considers various factors such as cognitive abilities, physical abilities, learning difficulties, and behavioral or emotional challenges. Based on the assessment, an Individualized Education Plan (IEP) is developed for each student with special needs, outlining their strengths, weaknesses, educational goals, and the necessary accommodations or modifications required in the learning environment. The Ministry of Education has also set eligibility criteria to determine which students qualify for the Inclusive Education Program, taking into account the type and severity of the disability or special need, as well as the student's ability to benefit from the program.

In terms of students' placement, the Malaysian government aims to place students with disabilities or special needs in mainstream schools, alongside their peers without disabilities, whenever possible. This approach promotes social inclusion, equal opportunities, and the development of a more inclusive society. Depending on the individual needs of the student, specialized support services may be provided within the mainstream school setting, including special education teachers, learning support assistants, resource rooms, and access to appropriate assistive technologies or adaptive equipment.

For students with more severe or complex disabilities who require highly specialized support, special education schools may be recommended. These schools are equipped with specialized facilities, resources, and trained personnel to cater to the specific needs of the students. Additionally, the Inclusive Education Program focuses on transition planning to support students with disabilities or special needs as they move from one educational level to another or from school to post-secondary education or employment.

The implementation of the Inclusive Education Program in Malaysia aims to create an inclusive and supportive learning environment that respects diversity, promotes equal opportunities, and fosters the holistic development of all students, regardless of their abilities or disabilities. By considering students' criteria and students' placement, the program strives to ensure that every student receives the appropriate support and resources to succeed in their educational journey.

2. Teachers' attitudes wield significant influence over the implementation of Inclusive Education for learners with learning disabilities in Malaysian primary schools. Their beliefs about inclusion, ranging from seeing it as burdensome to viewing it as an opportunity for student growth, greatly impact the success of inclusive practices. Additionally, teachers' perceptions of their preparedness and training in inclusive pedagogy play a pivotal role; those who feel equipped and confident are more likely to effectively implement inclusive strategies. Collaboration among teachers, special education professionals, and support staff is essential, and teachers' attitudes toward teamwork and shared responsibility can either facilitate or hinder this collaboration. Moreover, teachers' flexibility and adaptability in modifying curriculum and instructional approaches to meet diverse student needs are crucial for inclusive education. Finally, positive attitudes toward diversity and equity are foundational for creating inclusive classroom environments where all students feel valued and supported. Thus, fostering positive attitudes among teachers through comprehensive training, support, and professional development initiatives is paramount for the successful implementation of inclusive education in Malaysian primary schools.

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NIK ALANI FATINI BINTI NEK NASARUDIN IPG-Pelajar

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1. The Ministry of Education (MOE) determines the assessments that students with special needs must pass in order to be eligible for inclusion in the Inclusive Education Programme.  Additionally, the eligible student will be placed in an age-appropriate mainstream classroom or in a separate classroom with pupils who are a year older than the mainstream students. Next, the School Special Education Programme Committee will grant permission for eligible children with special needs to participate in the Inclusive Education Programme.  The student's trial term for the inclusive education programme will last no more than three months.   Those who don't pass the trial will go back to their special education integration course.  It is recommended that special education children be enrolled in mainstream classrooms with a maximum of 35 classmates.   No more than five special needs kids will be placed in any one of the mainstream courses.  In line with their accomplishments, they will be enrolled in regular schools.

2. One of the stakeholders would be the teachers. If the teacher shows positive attitudes towards the implementation of Inclusive Education and supports it, students with disabilities would be able to enjoy their lesson and receive the same content and achieve the same objectives of the lesson as other students in the classroom. The students with disabilities would also not be left out of the learning environment as they feel included and belonged in the classroom.

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1. Students’ Criteria and Students’ Placement are elements being highlighted in the implementation of Inclusive Education Program. Describe how these two elements are practised in Malaysia.

2. Explain the impact of stakeholders’ attitudes on the implementation of Inclusive Education for learners with learning disabilities in primary schools in Malaysia. Choose one stakeholder.

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1. Full Inclusion vs. Partial Inclusion in Malaysia:

Full Inclusion: In a full inclusion model, students with special needs are placed in regular education classrooms for the entire school day, and support services are brought into those classrooms.

Partial Inclusion: In a partial inclusion model, students with special needs are included in certain academic subjects or co-curricular activities based on their abilities, talents, and potential.

2. Opinion on Full Inclusion vs. Partial Inclusion:

Inclusive education models vary based on the needs and resources of the education system, and what works best can depend on several factors. However, I would lean towards full inclusion for several reasons:

Promotes Social Integration: Full inclusion fosters a more inclusive and socially integrated environment, allowing students with special needs to interact with their peers regularly, and fostering understanding and acceptance.

Enhances Academic Opportunities: Students with special needs benefit from exposure to the same academic curriculum as their peers, potentially enhancing their academic and cognitive development.

Encourages Equity and Diversity: Full inclusion aligns with principles of equity and diversity, promoting the idea that all students, regardless of abilities, should have equal access to education within a mainstream setting.

3. Inclusive Education Approach in Malaysia:

In Malaysia, the inclusive education approach emphasizes providing quality education for all students, including those with diverse needs. The Education Act 1996 and the Education Blueprint 2013-2025 highlight the commitment to inclusive education. The government aims to create an inclusive environment that caters to the diverse learning requirements of students with

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QUIZ: Full Inclusion vs Partial Inclusion

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PUTRI NUR SHAIDATTUL SHAZIERRA BINTI MOHAMED IPG-Pelajar

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QUIZ_FULL INCLUSION VS PARTIAL INCLUSION.pdf

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TUAN NUR ALYA IRDINA BINTI TUAN MOHD KHOSIM IPG-Pelajar

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QUIZ: FULL INCLUSION VS PARTIAL INCLUSION

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QUIZ: FULL INCLUSION VS PARTIAL INCLUSION

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TOPIC 2 QUIZ: Full inclusion vs partial inclusion

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TOPIC 2 QUIZ: Full inclusion vs partial inclusion

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QUIZ_Full inclusion vs partial inclusion

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MUHAMMAD IZZAT NAJMI BIN MOHD AZHAR IPG-Pelajar

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NIK ALANI FATINI BINTI NEK NASARUDIN IPG-Pelajar

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NURINA BINTI CHE MUSA IPG-Pelajar - QUIZ: Full inclusion vs partial inclusion

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Quiz: Full Inclusion vs Partial Inclusion

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Quiz: Full inclusion vs Partial Inclusion

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Quiz: Full inclusion vs Partial Inclusion

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QUIZ Full inclusion vs partial inclusion

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1. full inclusion vs partial inclusion

2. in your opinion which is better? Why?

[provide at least 3 reasons]

3.Explain in about 100-200 words about Inclusive Education Approach in Malaysia.

READ THE ARTICLE ATTACHED BEFORE ANSWERING THESE QUESTIONS.

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Absent [MC]

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Create an environment where all the pupils are able to share their thoughts about certain topic and a healthy discussion between them.

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Implement Inclusive Education In My Classroom

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Implement Inclusive Education In My Classroom

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Peer Teacher/Pupils peers teaching

Advance pupils will be mixed in groups as it consist normal pupils and special pupils. They will be able to mix around and break the stigma. Working in groups will help a lot in term of communication and learning session.

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Welcoming and positive classroom environment

Flexible group partner

Engaging teaching aids and attractive lesson activity that also suits the need of special needs children in promoting inclusivity

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Teacher should ensure that all resources, including books, technology, and classroom materials are accessible to everyone so that the pupils have their own chances to learn. Besides, teacher can also use assistive technology during the learning session to ease the pupils.

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There’s many ways that I can do to implement inclusive education in my classroom, and one of them is by giving attention to every pupils accordingly. By doing this, the better pupils will be able to develop and improve their abilities without having to be dependent to the teacher, while helping the teacher to cater to the pupils that need helps to also understand in the lesson.

The teachers can also help to create a conducive environment by giving exposure to other pupils about pupils with disabilities to raise awareness on it, thus reducing the possibilities of discrimination in the classroom.

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How can I implement inclusive education in my classroom?

Provide extra supports such as additional materials or develop a scaffolded approach to help enhancing their understanding in learning. This will give equal opportunities for learners with special needs to have the same understanding as other students.

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1. The primary aim of inclusive education is to enable all children regardless their race, background, economic status and disabilities to have the same right to education with no exception to students with special needs

2. The concept of mainstream in inclusive education is students with special needs are put together in the same classroom in an attempt to give the same opportunities in education

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Topic 2 Implementation of Inclusive Education Programmes

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Topic 2 Implementation of Inclusive Education Programmes

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Hands on activity to be done in groups. Pupils will be more excited to participate in the activity and listen actively to teacher's instruction. If they cannot catch up, they can ask their group members. This can lead to cooperative learning. It can promote active listening and encourage participation among pupils.

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How to implement inclusive education in the classroom? 

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How to implement inclusive education in the classroom? 

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Be more inclusive with the way we conduct assessments and do the grading

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HOW CAN I IMPLEMENT INCLUSIVE EDUCATION IN MY CLASSROOM?

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HOW CAN I IMPLEMENT INCLUSIVE EDUCATION IN MY CLASSROOM?

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Flexible Seating Arrangements:

Arrange the classroom in a way that accommodates various physical abilities and sensory needs.

Provide options for alternative seating, such as standing desks or fidget tools.

E.g. The teacher can do a group activity that require the pupils to move around either they need to stand or sit.

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Make it easy for all pupils to participate the lesson by removing the barriers that making it difficult for them to learn and enjoy the activity.

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How to implement inclusive education in classroom

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How to implement inclusive education in classroom

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create teaching activity that suitable for all students especially those with disabilities

e.g. don't do activity that require long attention span in class that has autism or adhd student

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How to implement inclusive education in the classroom? (Flexible Grouping)

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How to implement inclusive education in the classroom? (Flexible Grouping)

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Do flexible grouping activities which allow students to work in various group based on their strengths and needs. Teacher can also rotate students through different groups to promote social interactions.

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One way to implement inclusive education in my classroom is by giving all students including those with disabilities the freedom to talk and share their ideas without being discriminated.

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HOW CAN I IMPLEMENT INCLUSIVE EDUCATION IN MY CLASSROOM?

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HOW CAN I IMPLEMENT INCLUSIVE EDUCATION IN MY CLASSROOM?

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By using cooperative learning such as group activities.

Pupils could help each other while fulfilling each other needs.

Pupils could build friendships as well as social skills.

Pupils could understand about their friends' differences and uniqueness, as well as respecting others' opinions.

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How can I implement inclusive education in classroom?

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How can I implement inclusive education in classroom?

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Create a welcoming classroom by understanding the pupils' struggle without making judgments.

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How to implement Inclusive Education in your classroom?

Change the learning environments from time to time - expose them to various modes and give them exposure to all kinds of experiences (nature, technology, space).

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Based on my Practicum Phase 1 experience, I implement inclusive education by ensuring that the activities and materials that I planned are also suitable for the pupils with learning disabilities or I will create separate materials/activities to assist them according to their needs.

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Language arts

Eg: when teaching about transportation, pupils will have to create their favourite transport using cardboards etc... pupils will talk about their works happily and will create a positive classroom environment

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Give more attention to the disability pupils

*Can ask colleague teacher for a co-teaching (equally for mainstream and disability pupils)

*Make sure there would be no complaints

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How can I implement inclusive education in my classroom?

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1.Combat discrimination and create a much more welcoming communities

2.Needs of all pupils are catered to.

3.Peraturan-peraturan pendidikan (Pendidikan khas), dan akta orang kurang upaya 2008 (Special needs students should not be discriminated against and should be allowed to be access basic education in Malaysia)

4.Raise awareness and acceptance among the normal pupils while giving the same opportunity to the pupils will special needs.

5.Roleplay, group work, and differentiated learning.

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1. What is the primary aim of inclusive education?

to provide equal opportunities for all students, including those with disabilities or special needs, to participate in regular educational settings. Promotes a supportive environment and fosters diversity, respect and collaboration between pupils although coming from different backgrounds.

2. Explain the concept of mainstreaming in inclusive education.

integrating students with special needs or disabilities into regular classrooms and educational activities. It is to provide equal oppoturnity to learn alongside peers without disabilities and break down its barriers. Providing teaching methods and resources to meet individual needs and foster more inclusive and supportive educational experience.

3. Describe the policy framework that supports inclusive education in your country.

Education Act 1996 where it acknowledge importance of inclusive education

Special Education Integration Program (SEIP) integrate students with special needs into mainstream schools. It involves providing support services, teacher training, and adapting the curriculum to cater to diverse learning needs.

4. How does inclusive education benefit both students with disabilities and those without?

It builds on students self-esteem because of being in regular classroom and included in activities. Social Integration, Inclusive settings encourage interaction and friendship with peers without disabilities, reducing social isolation.

For students without disabilities:

Diversity Appreciation: Exposure to diverse abilities fosters an understanding and appreciation of differences, promoting empathy and respect.

Enhanced Social Skills: Interaction with peers of varying abilities helps develop social skills, tolerance, and a sense of community.

Preparation for Real-world Diversity: Inclusive education mirrors the diversity found in society, preparing students without disabilities for inclusive workplaces and communities.

5. Name three strategies or practices that promote inclusivity withín a classroom setting.

Peer support and Collaboration because we need inclusion not exclusion or even segregation

More to interactive activities and Visuals.

Breaks down the stigma and promotes equality in classroom through learning

Connects with the students.

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1. Combat discrimination and create a much more welcoming communities

2. Needs of all pupils are catered to.

3. Peraturan-peraturan pendidikan (Pendidikan khas), dan akta orang kurang upaya 2008 (Special needs students should not be discriminated against and should be allowed to be access basic education in Malaysia)

4. Raise awareness and acceptance among the normal pupils while giving the same opportunity to the pupils will special needs.

5. Roleplay, group work, and differentiated learning.

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1) The primary aim of inclusive education is universalizing the education system for all types of children to promote equity.

2) The concept of mainstreaming in inclusive education is by integrating students with disabilities into regular classrooms alongside their non-disabled peers.

3) Education Act 1996:

The Education Act 1996 serves as the primary legislation governing education in Malaysia. It emphasizes the right to education for all children, including those with special needs and disabilities. The Act provides a legal basis for inclusive education practices and sets the groundwork for inclusive policies and programs.

4) The benefits of inclusive education for students are:

promotes a balanced education system

Enhances social skills

Improves academic outcomes

5)

Establishing Inclusive Classroom Norms

Differentiated Instruction

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1. The primary aim of inclusive education is to universalize the access of education to all children both with disabilities and without. Plus, it is to heighten awareness of the public.

2. Children with disabilities are placed in the same classroom as the other children to get the same opportunity in education.

3. Special education school, Special Education Integrated Programme (SEIP), Inclusive Education Programme (IEP)

4. The special needs children will get equal rights for education and build self-confidence. On the other hand, it will increase awareness and acceptance of other schoolchildren.

5. -Teamwork (assigning pupils to work together in groups without discrimination)

-Know the children (give opportunity to all pupils to participate in the classroom)

-Supportive classroom culture (build a classroom that respect differences and accepting them as they are.

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1. The primary aim is to promote education for all where all children is given opportunities to participate in learning.

2. To allow special needs children to mingle with the other children (normal students).

3. Inclusive Education Programme where it promotes education for all (EFA) that provide equal opportunities for all children in education.

4. - Avoid any discrimination attitudes among children

- Create welcoming environment in the school communities.

5. -  Group activities that incorporate pupils’ learning styles

-  Offer additional supports to students who in need

-  Practice and incorporate differentiation strategies in the classroom.

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1. Providing equal learning opportunities for all children
2. The inclusion of learners with special needs into the regular classes

3. Ensuring all students, with or without disabilities, to receive education in the same system

4. Encourage all students to mingle with each other without discriminating those students with disabililties

5. Three strategies
- Apply differentiation strategies
- Create an open and welcoming environment
- Respecting the students' diverse talents

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1. The aim of Inclusive education is to give special needs students the opportunity to learn together with the mainstream students. This type of education provides education to all students within the classroom.

2. Mainstreaming in inclusive education is a strategy to integrate students with abilities into regular classrooms with their non-disabled peers.

3. Education Act 1996: The Education Act 1996 is a foundational piece of legislation that governs the education system in Malaysia. It outlines the rights and responsibilities of students, parents, and educators. The Act includes provisions that emphasize the importance of providing education to all children, including those with special needs.

4. Inclusive education can benefit both students with disabilities and those without by giving them equal rights to learn together within the same syllabus. Students with disabilities will not feel isolated when this programme is being implemented. Besides, students without disabilities will be able to learn on how to respect their peers while also learning to assist them when in need.

5. i. Flexible grouping and seating arrangements.

ii. Create a positive and inclusive classroom culture.

iii. Interactive activities that include all students such as roleplay.

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1. What is the primary aim of inclusive education?

The primary aim is to ensure all pupils receive the same access and opportunities in education.

2. Explain the concept of mainstreaming in  inclusive education.

The concept of mainstreaming is referring to the system where all pupils despite having diverse abilities or learning difficulties to learn in the same environment and receive the same opportunities as other pupils.

3. Describe the policy framework that supports inclusive education in your country.

The policy framework that supports inclusive education in Malaysia such as the 1996 Educaton Act focuses on having the students who needs special educational needs to attend the same classroom as the other students.

4. How does inclusive education benefit both students with disabilities and those without?

Students with disabilities are able to experience the same learning environment as the other students and are able to engage and do many classroom activities with them.

Students without learning disabilities are able to gain knowledge, raise empathy and practice toleration with other students in the classroom which is a good process to expose the students to the diversity in our society and how they should accept and embrace differences within them.

5. Name three strategies or practices that promote inclusivity within a classroom setting.

Encouraging student interactions

Diversify learning materials

Partner or group work

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1. What is the primary aim of inclusive education?

a. Avoid discrimination against those special children

b. Create a whole same community

c. Give education to all

2. Explain the concept of mainstreaming in inclusive education.

Special children learn together with mixed abilities children. In the same classroom, using the same syllabus. Allow them to learn like the others.

3. Describe the policy framework that supports inclusive education in your country.

Education programs for students with special educational needs can be in the same classroom together with other students.

4. How does inclusive education benefit both students with disabilities and those without?

Mainstream students acknowledge the existence of special children and try to mix and get to know them. They learn about how to socialize with special children.

5. Name three strategies or practices that promote inclusivity within a classroom setting.

a. Using different techniques for every lesson.

b. Acknowledge students’ needs.

c. Mix all students with different abilities in a group.

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1. Providing equality in education for all.

2. Include special children with normal children (allow special children to mingle with normal children).

3. Describe Policy framework supports inc. edu:

Inclusive Education Programme (IEP)

ensure special needs children to get equal treats.

4. Increase awareness and acceptance of other schoolchildren and the communities concerning the abilities of special needs children.

5. Strategies/practices:

Apply non-discriminatory environment

Encourage and highlight special children's potential.

Differentiation strategies.

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1. Increase participation and provide opportunities for children with special needs to attend academic and non-academic programs together with students in the mainstream.

2. The placement of a child with a disability in a general education classroom.

3. Special Education schools, which is for visual and hearing impairments.

Special Education Integrated Programme

Inclusive Education Programmes, which is to integrate special needs pupils into the ordinary classrooms.

4. Gives shared learning opportunities to increase academic performance for both groups of students, as well as closing the gap of attitudinal barriers among them.

5. Strategies and practices:

Develop clear classroom agreements with pupils in the classroom

Propose group or partner works, and let the special needs pupils to get the opportunities to be the leaders

Arrange an inclusive seating plan where the special needs pupils are seated together among the mainstream pupils.

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1. What is the primary aim of inclusive education?

- To provide opportunities and increase participation for special needs children

2. Explain the concept of mainstreaming in inclusive education.

- The practice of educating students with special needs in regular classes during specific time periods, based on their individual skills

3. Describe the policy framework that supports inclusive education in your country.

- In Special Education Regulations 2013, it is an education programme for students with special educational needs in which they can attend in the same classroom together with other students

4. How does inclusive education benefit both students with disabilities and those without?

- For students with disabilities, the benefits that they can get are they can build friendship with the other students, increased social initiations, relationships and networks, peer role models for academic, social and behaviour skills, as well as get greater access to the general curriculum.

For students without disabilities, they can also build meaningful friendships with the students with disabilities, increased appreciation and acceptance of individual differences, increased understanding and acceptance of diversity, and respect for all people.

In conclusion, the benefits for both students are they can build meaningful friendship, and prepares all students for adult life in an inclusive society.

5. Name three strategies or practices that promote inclusivity within a classroom setting.

Provide a sensitive environment.

Provide encouragement and guide learning.

Express positive regard and support.

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1. The primary aim of inclusive education is to avoid discrimination in learning, welcoming inclusive society and to provide education for all.

2. Mainstreaming is having all students regardless of their abilities and disabilities to learn the same curriculum provided by the Ministry of Education including the academics and co-curricular together at the school.

3. The Inclusive Education Programme is introduced in the Malaysian Education System with the purpose to give opportunities to students with disabilities to learn equally like other normal students. It also aims to promote diversity in the education system.

4. The inclusive education helps the special needs students to gain the equal education and life experiences just like other normal students in the school. Meanwhile, the normal students get to have more awareness about inclusive education and build relationships with the special needs students to get to know them better.

5 a. Mix the students with different types of abilities in the same group.

b. Initiate interactions between the normal students and the special needs students. For

example, ask them to read a dialogue together, have an interview with each other etc.

c. Ensure the normal students understand how the special needs students learn.

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1. Primary Aim of Inclusive Education:

The primary aim of inclusive education is to ensure that all students, regardless of their abilities, disabilities, or differences, have equal opportunities to participate in and benefit from education. Inclusive education seeks to create a learning environment that accommodates and supports the diverse needs of all learners, fostering a sense of belonging, respect, and participation for everyone.

2. Mainstreaming in Inclusive Education: Mainstreaming refers to the practice of integrating students with disabilities into regular educational classrooms and activities. The concept aims to provide students with disabilities access to the same curriculum and social experiences as their peers without disabilities. Rather than segregating students based on their abilities, mainstreaming promotes an inclusive approach where everyone learns together, emphasizing the importance of diversity in the educational setting.

3. Policy Framework for Inclusive Education in Malaysia:

Education Act 1996: The Education Act 1996 is a key legislative framework that governs education in Malaysia. While it doesn't explicitly address inclusive education, it provides the legal foundation for the Malaysian education system.

Education Blueprint: Malaysia has periodically implemented education blueprints that outline the country's educational goals and strategies. The Malaysia Education Blueprint (2013-2025) is one such document that emphasizes the importance of inclusivity in education. It focuses on providing quality education for all, addressing diversity, and ensuring that every child, regardless of background or ability, has access to education.

Special Education Integration Programme (SEIP): The Special Education Integration Programme (SEIP) is an initiative aimed at integrating students with special needs into mainstream schools. This program emphasizes the inclusion of students with disabilities in regular classrooms whenever possible, providing them with appropriate support and accommodations.

Inclusive Education Policy: Malaysia has shown a commitment to inclusive education through various policies and initiatives that encourage the integration of students with disabilities into mainstream schools. The government has recognized the importance of creating an inclusive environment that caters to the diverse needs of all learners.

Professional Development for Teachers: To support inclusive education, Malaysia has implemented professional development programs for teachers. These programs are designed to equip educators with the necessary skills and knowledge to effectively teach a diverse range of students, including those with special needs.

4. Benefits of Inclusive Education: Inclusive education benefits both students with disabilities and those without in several ways. For students with disabilities, it promotes social integration, enhances self-esteem, and provides access to a diverse range of educational opportunities. For students without disabilities, it fosters empathy, tolerance, and an appreciation for diversity. Additionally, inclusive education can improve overall academic performance and create a positive and supportive learning environment for everyone.

5. Professional Development for Teachers:

Know Your Students: Building strong relationships with each student is crucial for an inclusive classroom. Teachers should take the time to understand their students' backgrounds, perspectives, and life stories. This creates a safe space for learning and fosters a sense of belonging.

Understand How Students Learn: Discover what motivates students and how they learn best. At the beginning of the school year, teachers can use questionnaires or conversations to learn about students' interests, strengths, weaknesses, and goals. Incorporate this information into lesson plans and provide diverse activities to accommodate different learning styles.

Promote a Positive Learning Environment: Set clear expectations for classroom behavior and involve students in developing these expectations. Work together to create rules that promote a productive, safe, and respectful learning environment. Keep expectations and consequences simple and involve students in decision-making for rules and conflict resolution to make them feel included and heard.

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1. Education for all where it gives equal opportunities to children without discriminating their differences.

2. To make sure every children can achieve at least the basic education.

3. 1997 new programs

Special education schools

Special education integrated programme

Inclusive programme

4. Motivates and helps them in understanding the diverse and differences in people

5. Peer teaching

Group work

Different materials

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1. To give equal education for all children including those with diverse abilities and learning difficulties. For ordinary school to become more inclusive.

2. Childre will able to achieve the basic education (SPM). Also, children can get better education when in their communities.

3. In 1997, 3 programs were introduced to support inclusive education. They are special education schools -for hearing and visual impairment, special education integrated programme (SEIP) - learning disabilities and inclusive school.

4. Increasing awareness and acceptance among schoolchildren as well as give them better understanding as they got more hands on activity. Children will get more motivated when they see others are participating in the activity. This programme allows children to mingle with other and adapat in the mainstream.

5. Encourage interactions within the children, this way children can adapt and get to know their friends better. Hands on activity as it will strengthen their understanding and decrease the classroom tension. Simplified teaching materials as it will be hard on special children to process and read.

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1. The main goal of Inclusive Education Program is to enable all children regardless of race, background, economic status and disabilities have the same right to education with no exception to students with special needs.

2. - Mainstreaming is the practice of educating students with special needs in regular classes during specific time periods, based on their individual skills.

Students with special needs are expected to be able to work and produce assignments at a similar rate as students who don't have disabilities.

3. - “An education programme for students with special educational needs in which they can attend in the same classroom together with other students.” — Special Education Regulations 2013 (under the Education Act 1996).

Inclusive education in Malaysian public schools is actually integration in disguise.

4. Inclusive learning environments provide students with and without disabilities many opportunities to establish relationships with their peers. These relationships form the beginnings of friendships that are a source of fun and enjoyment, and an essential source of emotional support during challenging times.

This can go a long way in helping kids know that difference is just a normal part of life. It can also help kids build and maintain friendships.

5. - Create a safe learning environment ·

Diversify learning material ·

Taking students' needs into account ·

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1. What is the primary aim of inclusive education?

2. Explain the concept of mainstreaming in inclusive education.

3. Describe the policy framework that supports inclusive

education in your country.

4. How does inclusive education benefit both students with

disabilities and those without?

5. Name three strategies or practices that promote inclusivity

within a classroom setting.