# data[].attributes.body
TIPS :

1. Resources-

- Human Resources - Trained special education teacher, OT, speech therapist,

- Physical resources -School provide adaptive learning and assistive device (visual aids,sensory tools) (wide doors, calm corner and ramp)

2. Environment- School based support team ( principle and teacher will do their best to ensure all the needs are met.

Parent involvement- parent reinforce the strategies at home

Peer support program - Assign a “buddy” or “peer mentor” to help students with special needs to navigate daily routine

3. Class size - To ensure individualized attention, smaller class sizes are ideal, teacher and student ratio also must be ideal

4. ⁠collaborations - Encourage continous collaboration between teacher and the expert like occupational therapist, speech therapist or special education teachers on how to implement the method.

- Together they plan, write and carry out IEPs - document that outline each students learning goals, teaching strategies and support services to ensure every student’s educational need are clearly identified and met. Must be reviewed and updated at least annually.

# data[].attributes.body
Increase access and participation

• Guaranteed education for all:

The policy guarantees that every child can attend public school, including children with special needs.

• Higher enrollment:

It has led to a significant increase in the enrollment of students with special needs (SEN) in mainstream classrooms.

Improved learning environment and outcomes

• Holistic education:

Students with SEN receive an education tailored to their abilities, with a focus on the skills and needs of each individual.

• Personalized support:

The policy ensures that disabled-friendly facilities and specialized programs are implemented to support diverse learners.

# data[].attributes.body
START FROM LEFT 🥰

afiqah🍒, ainin🍍, nabilah🥑, atiqah🥔, yasmin🫛, haina🍇, damia🍓

# data[].attributes.body
Benefits:

1. Ensure Fair Access to Support: Students are not misdiagnosed due to language, culture, preventing mislabeling or exclusion. Helps to ensure those who genuinely need special education services receive then, and those who do not are not incorrectly placed.

2. ⁠Accurate Understanding of Needs: Able to identify real needs, not to label differences as disabilities. Able to lead to more accurate Individualized Education Programs (IEPs) and effective teaching strategies.

3. ⁠Encourages Inclusion and Belonging: When evaluation are fair, students from diverse backgrounds are not fairly separated from general education settings. Schools are more likely to adopt inclusive practices that value diversity.

4. Improves Educational Outcomes: Accurate and unbiased evaluations lead to appropriate interventions, which can significantly improve learning progress. Students more likely to achieve academic success when their educational needs are correcty understood and addressed.

# data[].attributes.body
APPLICATION

SEN student can be enroll in mainstream classes if possible

Government school and government aided school or center must admit SEN student, NO REJECTION ALLOWED

# data[].attributes.body
Definition

Nondiscriminatory evaluation refers to the process of assessing an individual (especially in educational or clinical settings) in a fair, unbiased, and culturally appropriate manner.

It ensures that no person is discriminated against based on factors such as race, language, culture, disability, gender, or socioeconomic background during the evaluation process.

# data[].attributes.body
IMPLEMENTATION ROUTINE

1. Children must undergo some form of screening verified by medical officer before they can enroll in special needs programme

2. Most important component infrastructure of the school. Will provide disable-friendly facilities

3. Upgrade teachers via courses. The course involves the participation of all teachers in mainstream schools as well as special education schools. Will be given on how to manage behaviour, self management and 3Ms

-NST-

# data[].attributes.body
IMPLEMENTATION ROUTINE

1. Parent Involvement in Homework Routine

Scenario:

A 9-year-old student with a learning disability receives individualised reading intervention at school.

Implementation Routine:

- The teacher gives the parent a daily reading log to record 15 minutes of home reading each night.

- The parent helps the child read aloud and signs the log.

- Every Friday, the teacher reviews the log and gives feedback to both parent and student.

2. Student Participation in IEP Review Meetings

Scenario:

A 13-year-old student with ADHD attends an Individualized Education Plan (IEP) review meeting.

Implementation Routine:

- Before the meeting, the teacher helps the student prepare a “My Progress” worksheet to list strengths, challenges, and goals.

- During the meeting, the student shares what strategies help them focus.

- The team (teacher, parent, counsellor) uses the student’s input to adjust the behaviour plan.

Outcome:

The student gains self-awareness and ownership of their learning plan.

3. Penglibatan ibu bapa memperkasa Program Pendidikan Khas - 28 Februari 2023

JOHOR BAHRU, 27 Feb (Malaysiaaktif) – Seminar Pendidikan Khas peringkat daerah Johor Bahru diadakan bertujuan memberi lebih kesedaran kepada ibu bapa yang mempunyai anak istimewa.

# data[].attributes.body
Tips:

- Use tools that appropriate the child's background and language
- understand the child background
- involved families in the evaluation process
- use multiple source of data
- ensure fair testing condition (provide clear instruction and minimize bias from language)
- collaborate across discipline
- focus on strength as well as deficit
- evaluators should be trained and unbiased

# data[].attributes.body
Definition:

Legal procedures and requirements developed to protect the rights of children, parents and school districts.

# data[].attributes.body
Endrew F. v. Douglas County

Endrew, a student with autism, received nearly identical IEPs for years while making minimal progress, so his parents rejected the proposed fifth-grade plan, enrolled him in private school where he thrived, and filed a due process complaint seeking tuition reimbursement. After losing at three levels—an Administrative Law Judge, district court, and the Tenth Circuit (which said schools only needed to provide "more than de minimis" progress)—the family appealed to the U.S. Supreme Court. In March 2017, the Court unanimously (9-0) rejected the "barely more than nothing" standard and established that schools must offer IEPs "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances" with "appropriately ambitious" goals. The case was sent back to district court, which ruled for the family in 2018, demonstrating that procedural due process, despite taking eight years and multiple appeals, can ultimately deliver justice and change national special education standards.

# data[].attributes.body
The case of hearing impaired girl named Amy Rowley, who was a student at the Furnace Woods School in New York. Amy had minimal residual hearing and was an excellent lip reader. The IEP provided that Amy should be educated in a regular classroom, should continue to use the FM device, and should receive instruction from a tutor for the deaf for one hour each day and from a speech therapist for three hours each week. The Rowleys agreed with parts of the IEP, but insisted that Amy also be provided a qualified sign language interpreter in all her academic classes. The school refused to provide the interpreter, saying Amy was already performing well academically without one.

Her parents argued this was a violation of her right to a “Free Appropriate Public Education (FAPE)” under the Education for All Handicapped Children Act (EAHCA), now known as IDEA. Since Amy was performing well without an interpreter, the Court said the school had already met its duty to provide an appropriate education.

The law did not require schools to give the best education possible only, one that is reasonably calculated to enable the child to learn.

# data[].attributes.body
DEFINITION

Principal that requiring schools to collaborate with parents and student in designing and carrying out special education program.

- client centered

- know what parents need and want

- ensure parents have opportunity to be active participants in each step of the program

- get parent's consent (ax and placement)

- encourage student to be more active in their own designed education programme cause it more effective

# data[].attributes.body
🌼 Application:

Where? ➡️

1) government school (primary and secondary school) that has special needs classroom (PPKI)

2) special education school

When? ➡️

1)Throughout educational process at school

2)when changing the IEP

3) before implement important decision, give time to parents review and respond

# data[].attributes.body
TIPS

1. Resources Needed

Identify specialized equipment, assistive technology, or adaptive tools that may be needed for the student.

Make sure materials are accessible and age-appropriate (e.g: pencil grips, communication devices)

2. Collaboration

Work with teachers, parents, and other professionals like OT to ensure consistency.

Communicate about progress, classroom challenges, and needed adjustments.

3. Timing

Plan therapy sessions around the student’s class schedule to avoid missing core academic time.

Determine the right intensity and frequency — not too little to be ineffective, and not too much to overwhelm the student.

4. Class Size

Consider how class size, noise, and layout affect the child’s participation.

Advocate for accommodations (e.g: quiet spaces, or modified activities) that help the student stay engaged.

5. Support Systems

Make sure the student has consistent support from caretakers, teachers, or family members to reinforce therapy strategies.

Provide training and guidance to classroom staff or parents on how to do the strategies at home or in class.

# data[].attributes.body
Application

1. Where it can be applied ?

Mainstream/ Inclusive classroom - parents attend meetings to discuss support and accommodations, students express their needs and feedback to teachers

Special schools - parents help set individualized learning or behavioural goals, students join by choosing learning activities or expressing preferences

Hospital schools - parents and students take part in planning short-term educational goals that match the child's medical condition and energy level

Therapy settings - parents collaborate with therapists in designing plan and home exercises, students share what tasks they enjoy and fine challenging

2. When it can be applied ?

Referral & assessment stage - when a child is first identified as possibly needing special education

IEP (Individualized Education Program) Development - during planning of individualized goals and supports

Review & evaluation stage - during progress review or IEP meetings

Transition stage - when moving to a new class, school or adulthood program

# data[].attributes.body
BENEFITS OF PARENT AND STUDENT PARTICIPATION IN SPECIAL EDUCATION

PARENTS:

• better understanding of their child's needs (learning style, challenges)

• increased satisfaction with educational services

•early identification and problem solving

•confident in advocates for their child's educational right and services

STUDENTS

• improve social skills with active participation

• increased confidence and self-worth and stronger sense of belonging

•improved academic achievement

•better transition outcomes

# data[].attributes.body
APPLICATION

⏰when

1. Assessment Platforms

- Select assessment tools that validated for student cultural and language background. Use translated test / non verbal intelligence test for non -english .

-Avoid relying only on standardized english tests.

e.g: Vineland Adaptive Behavior Scales, ABAS-3 (Adaptive Behavior Assessment System)

2. Teacher Training

- Conduct workshops on bias awareness and culturally responsive teaching.

-Train teachers to interpret assessment results without stereotypes or assumptions.

📍where

1. Mainstream schools

– During early screening of students suspected to have learning difficulties.

- Example: Teacher screens a student struggling with reading using appropriate, fair tools.

2. Hospitals or specialist clinics

– For professional diagnosis by psychologists, psychiatrists, or pediatricians (e.g. autism, dyslexia).

- Example: Psychologist conducts IQ test in the student’s preferred language.

3. Early intervention or rehabilitation centres

– Example: Child is evaluated using development tools suited to their cultural and linguistic background.

4. District Education Office (PPD) / State Education Department (JPN)

– For official placement of students into special education programs.

- Example: JPN and PPD monitors and ensures evaluation processes are fair and free from bias for all students.

# data[].attributes.body
DEFINITION

no student can be left out of school just because they have a disability. No matter how severe the disability, has the right to go to school and get support to learn unless there is a high risk that the contagious student will infect other students.

# data[].attributes.body
Benefits:

Protection of student rights (students are protected from unfair or discriminatory decisions)

Fair access to education (students have a better chance to receive an appropriate and equal education)

Promotes collaboration between parents and schools (improves communication and cooperation between families and educators)

# data[].attributes.body
IMPLEMENTATION ROUTINE

*step by step process

1. Referral for Evaluation

• A teacher, parent, or specialist identifies a student who may have learning or developmental difficulties.

2. Parental Consent

• The school must inform and obtain written consent from the parents before conducting any assessment.

3. Multidisciplinary Assessment

• Evaluations are conducted by a team of professionals (psychologists, special educators, speech therapists, etc.) — not just one person’s opinion.

• The team uses multiple tools and strategies, not only one test.

4. Use of Culturally and Linguistically Appropriate Tests

• Tests must be in the child’s native language (Malay child - Test in Malay)

Free from bias

5. Comprehensive Evaluation

• The assessment covers all suspected areas of disability — academic, social, emotional, physical, and behavioral aspects.

6. Interpretation of Results

• The team reviews all data collectively.

• Decisions are based on objective evidence, not assumptions or stereotypes.

7. Eligibility Determination

• The results determine if the student qualifies for special education services under the defined categories (e.g., learning disability, autism, etc.).

8. Parental Involvement & Communication

• Parents are informed of results and have the right to ask questions or request re-evaluation if they disagree.

TRUE CASES

1. Malaysia

- There is a thesis/case-study about teaching English to students with dyslexia in Malaysia, which explores gaps in understanding among teachers and the challenges faced by dyslexic students in mainstream vs special needs settings. This could point to evaluation or instructional challenges but does not appear to be a legal case.

2. California

Diana v. State Board of Education (California, 1970)

Sembilan murid berbangsa Mexico-Amerika yang bahasa ibunda mereka ialah Sepanyol telah diletakkan dalam kelas pendidikan khas kerana keputusan IQ test dalam Bahasa Inggeris. Apabila diuji semula dalam Bahasa Sepanyol dan ujian bukan lisan, skor mereka meningkat kira-kira 15 mata IQ dan ramai tidak lagi layak untuk kategori pendidikan khas. Mahkamah memutuskan bahawa ujian IQ yang tidak mengikut bahasa ibunda adalah tidak adil dan bersifat diskriminasi.

Larry P. v. Riles (California, 1979)

Murid-murid berkulit hitam ditempatkan secara tidak seimbang dalam kelas “mentally retarded” kerana keputusan IQ test yang berat sebelah budaya. Mahkamah memutuskan penggunaan IQ test semata-mata untuk penempatan tersebut melanggar hak kesamarataan. Ia menegaskan ujian mesti sesuai dari segi budaya dan bahasa serta tidak boleh bergantung pada satu ujian sahaja.

# data[].attributes.body
Tips

1. Treat parents as equal participant and decision maker.

2. Use plain language (avoid educational jargon) to make sure parents and students fully understand the discussion.

3. Actively invole both parents and students in goal-setting and discussion

4. Provide copies of reports and data before the IEP meeting so parents have time to review and repare questions.

5. Listen actively and validate parents' and students' concerns or suggestion.

# data[].attributes.body
Definition:

An appropriate education under the Individuals with Disabilities Education Act (IDEA) is one that is individually designed and reasonably calculated to provide meaningful educational benefit to the student. It must also prepare the student for further education, employment, and independent living, enabling progress toward grade-level standards, even if it does not necessarily maximize the student’s potential.

Under IDEA, this education must be:

Free to parents and students, as it is publicly funded (FAPE)

Individually designed to meet the unique needs of the student with a disability

Provided in accordance with the student’s Individualized Education Program (IEP)

Supported with related services and accommodations necessary for the student to benefit educationally.

# data[].attributes.body
DEFINITION

Least Restrictive Education: A principle in the IDEA law:

- Students with disabilities learn together with typical students in the general classroom.

- The purpose is to provide opportunities for students with disabilities to participate with their peers.

- However, if the student’s disability is too severe, they may not be included in the LRE even with support.

- Why is it important? Because it helps the IEP teaching team determine the most appropriate support and setting for the student with disabilities.

Implementation Routine:

A student with a learning disability attends general education classes for most subjects but receives specialized support in a pull-out program for one hour a day

Application:

LRE can be applied in schools, home, hospitals, rehabilitation center. To ensure that individuals with abilities receive education or therapy that allow them to engange as fully as possible with theirs peers without disabilities

Benefits (social)

1) improves social skills

2) increase self confidence and belonging

3) opportunities for student engagement

Benefits (academic):

1) Increased access to general curriculum ⁠

2) Higher academic expectations and better learning outcomes

3) Exposure to diverse learning perspectives

Tips

1) use positive behavior supports such as positive reinforcement

2) provide meaningful student engagement for the disabled students as opportunities to actively participate in learning activities

3) use relevant instructions by using real life examples

4) encourage peer support for students disabilities

5) utilize assistive technology

# data[].attributes.body
Tips

1) Understanding and utilizing rights

- The school must provide you with a full explanation of your rights—the Procedural Safeguards Notice

2) Dispute resolution:

- Start with Informal Resolution Before resorting to a formal hearing, consider less adversarial options like mediation (voluntary, confidential, and free) or a Resolution Meeting (required after a due process complaint is filed).

3) Stay Informed and Organized:

- Keep a record of all documents, including assessment reports, meeting notes, and correspondence with teachers or administrators.

- Understand each step of the process — from referral, evaluation, IEP development, to placement.

4) Request Meetings When Needed:

- If issues arise, you have the right to request an IEP or review meeting to discuss concerns or make changes to the plan.

- Written requests are better for documentation and clarity.

# data[].attributes.body
Benefits of appropriate education

1. Equal access to education

● Every children no matter their disability has the same right to receive education in school.

2. Personalised support

● Each student receives an individualized education program (IEP) that fits their abilities and learning style.

3. Preparation for Adulthood

​● The mandate for an "appropriate" education is tied to preparing the student for a successful future:

● ​Independent Living: Services and goals focus on skills needed for self-sufficiency, such as daily living activities and personal responsibility.

​● Full Participation: It ensures the student is equipped with the knowledge and skills to be an active, participating member of their community.

# data[].attributes.body
Top from left : Dina 🦭, Husna 🐤, Farisha 🐈

Bottom from left : Akma 🙂‍↕️, Alya 🧚🏻‍♀️, Najla 🪼

# data[].attributes.body
Team members:

1. Nabihah Azwa 💗

2. Ain Zahrani 😸

3. Puteri Haina 🎀

4. Wajihah 🥰

5. Karmilawati 🐢

6. Aisyah Zafirah 🍉

7. Auni Damia 🌷

# data[].attributes.body
Group members: hidayah, hanis, fatin, masyi, aqila, aisyah🌸

# data[].attributes.attachment_caption
Group members: aifa, dania, ain, adlina, aimar, azwa, adila

# data[].attributes.body
✅ Step 1: Group Formation

Divide students into small groups of 7 members.

Ensure diversity in each group to promote richer discussion.

# data[].attributes.body
✅ Step 02 : Group Details

Take a group photo.

List the team members.

# data[].attributes.body
✅ Step 1: Group Formation

Divide students into small groups of 7 members.

Ensure diversity in each group to promote richer discussion.

# data[].attributes.body
✅ Step 3: Group Discussion & Analysis

Definition – What is this principle about? Explain in your own words.

Implementation Routine – Give example of scenario/ true cases

Application – Where or when can it be applied?
(e.g., mainstream classrooms, special schools, hospital schools, therapy settings)

Benefits – What positive impact does this principle have on students’ learning or inclusion?

Tips – What should teachers or therapists consider when applying this principle?
(e.g., resources needed, class size, collaboration, timing, support system)

# data[].attributes.body
✅ Step 1: Group Formation

Divide students into small groups of 7 members.

Ensure diversity in each group to promote richer discussion.