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https://play.google.com/store/apps/details?id=com.pmqsoftware.mirroring&hl=en_US

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KHADEEJAH

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Arcademic Skill Builders — Sakinah

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How to use Instagram for visual and hearing disability

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How to Use LiveBoard for Visual Impairment Students with Amni

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How to Use LiveBoard for Visual Impaired Pupils

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MindNode - Learning Difficulties

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Considering learners with colour blindness

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Ho Yong Ning~

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How to Use LiveBoard for Visual Impaired Pupils

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PUTRAJAYA: Kementerian Pendidikan menyasarkan 75 peratus murid berkeperluan khas (MBK) akan mendaftar dalam program pendidikan inklusif menjelang tahun 2025.

Ketua Pengarah Pelajaran, Datuk Dr Amin Senin, berkata berikutan itu pihaknya menyasarkan untuk mencapai 55 peratus murid akan mendaftar dalam program sama menjelang akhir tahun ini.

Katanya, pendaftaran MBK pada tahun lalu sudah mencapai 50.5 peratus dan kini pihaknya sedang berusaha untuk mencapai sasaran yang ditetapkan.

"Sehingga 30 Jun lalu, kita mempunyai seramai 87,574 MBK di seluruh negara. Kita juga ada 2,492 MBK yang kini berada di bawah sekolah pendidikan khas.

"Bagi Program Bersepadu Pendidikan Khas, kita mempunyai 68,874 murid berkeperluan khas, terdiri 967 murid prasekolah, 38,710 murid sekolah rendah dan 29,197 pelajar sekolah menengah," katanya pada majlis perasmian Persidangan Antarabangsa Pendidikan Khas (SEIC) 2019 di sini hari ini.

Teks ucapan beliau dibacakan Pengarah Bahagian Pendidikan Khas Kementerian Pendidikan, Datuk Yasmin Hussein.

Lebih 16 negara antaranya Thailand, Kemboja, Jepun, Indonesia, Hong Kong, Filipina dan Singapura menyertai persidangan selama tiga hari yang bermula semalam.

Amin berkata, pihaknya menerima maklum balas memberangsangkan daripada ibu bapa yang mempunyai anak berkeperluan khas melalui pelaksanaan 'Zero Reject Policy' untuk MBK.

"Dasar itu secara tidak langsung membenarkan murid terbabit mendaftar di sekolah kerajaan tanpa sebarang kesukaran.

"Di bawah dasar itu, kanak-kanak keperluan khas dapat menerima pendidikan sepadan dengan kebolehan masing-masing merangkumi prasekolah, sekolah rendah dan menengah. Beberapa penambahbaikan juga perlu dilakukan bagi memastikan ia dapat dilaksanakan tanpa masalah," katanya.

Antara strategi disasarkan, membekalkan pihak sekolah dengan kemudahan yang mudah diakses, meningkatkan bilangan sekolah inklusif, meletakkan lebih ramai guru pendidikan khas serta meningkatkan pengambilan pelatih pendidikan khas di Institut Pendidikan Guru.

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Kementerian Pendidikan sasar kemasukan MBK meningkat

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PUTRAJAYA: Kementerian Pendidikan menyasarkan 75 peratus murid berkeperluan khas (MBK) akan mendaftar dalam program pendidikan inklusif menjelang tahun 2025. Ketua Pengarah Pelajaran, Datuk Dr Amin Senin, berkata berikutan itu pihaknya menyasarkan untuk mencapai 55 peratus murid akan mendaftar dalam program sama menjelang akhir tahun ini.

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THE National Early Childhood Intervention Council (NECIC) would like to respond to the letter " An inclusive education minefield " (The Star, July 29) by Jerrica Fatima Ann who suggested putting away "the roadmap to inclusive education until the state and civil society awaken to their responsibility." We would like to highlight constructive and workable solutions that can be implemented now as our children cannot wait.

We are sharing the experience of children (names changed to protect their privacy) here to show that inclusion is possible with caring teachers who are flexible. There are many similar cases happening in the country as well.

Jia Qi is a girl with Down syndrome. Many people, including teachers, have doubts about a child's educational prospects whenever Down syndrome is mentioned. But there are many exceptions and Jia Qi is one. When she was five, she could read and write in two languages and outperformed her kindergarten classmates academically. This was possible because Jia Qi's teachers allowed her mother to sit in and support her learning.

When Aisha first started primary school, her father communicated with her principal and class teachers about her needs and strengths as well as strategies on how to support and help her in school. With help and compassion from her school principal, teachers and classmates, Aisha thrived despite having autism.

When the kindergarten where Lina is a teacher announced its decision to integrate children with disabilities in the school 10 years ago, she was worried, scared and stressed. She had no experience teaching children with disabilities and had minimal understanding and knowledge of disabilities. She was worried that she would not be able to manage unexpected behavioural challenges. Her fellow teachers felt the same.

Lina's kindergarten is now one of the few inclusive kindergartens in our country. The transition was successful because the kindergarten received regular itinerant

support from early intervention practitioners to make adaptations to children's needs and learning. They also collaborated with doctors, therapists and parents of children with disabilities to foster understanding and acceptance within the school and community.

Now, when you talk to Lina, her eyes sparkle with joy and confidence as she describes the children in her class, especially how they all help and play with each other.

These children with disabilities are participating meaningfully and are truly included in the classrooms.

Inclusive education is never about "one size fits all". Neither is it solely about educating children with and without disabilities in the same space - that is integration, which, unfortunately, is also the definition adopted by our Education Ministry.

Besides being a right to equal education for all children, inclusive education in its truest sense is about the continuous effort of responding to diversity, identifying barriers to participation, changing attitudes and improving teaching pedagogy so that all children can participate meaningfully.

No doubt there are still huge gaps and barriers in our education system to make inclusive education a reality.

None of us can make it alone - we all need support. As a nation, we need to work together to change the system and support our schools and teachers to become more inclusive so that all children can learn together.

The question should never be "When will we become ready for inclusion?" Instead, we should ask: "How can we become more inclusive?" This is when we focus on inculcating an inclusive culture where diversity is embraced, respected and valued.

We agree that in order to implement inclusive education with fidelity, there needs to be a lower teacher-student ratio, such as one teacher to six or eight children.

Considering that most preschool classrooms of 20 to 25 children have two teachers, an interim solution is to have the support of a teacher aide (assistant), or like Jia Qi's case, allowing her mother to be in the classroom.

Many parents and teacher aides are willing to provide such support to mainstream teachers.

The reality, however, is that few schools offer such support, and most are not keen to have a parent or teacher aide (assistant) in the class.

Flexibility in curriculum and classroom management allows the smooth running of the inclusive process, in particular the use of reasonable accommodation such as extra time and use of adaptive devices.

At the same time, we need teachers who are trained to teach and respond to the diverse needs of children in their classroom.

On that note, all professional training of our teachers - both pre-service and in-service - must be underpinned by the inclusive perspective.

Principles and strategies of teaching to diversity must be embedded into professional development courses so that inclusive teaching will become our teachers' second nature.

NECIC, the Early Childhood Care and Education Council (ECCE) and other non-governmental organisations have started working on the in-service, hands-on training for preschool teachers to make inclusive preschool a reality.

Besides producing sufficient numbers of qualified teachers in early childhood education, we also need to recruit the best talent to teach our children. Teaching is a work of the heart and a profession with great intellectual, physical and emotional rigour. Teaching should never be just a job that puts bread on the table.

Neither should early childhood education tertiary programmes be the "leftover" choice for our secondary school-leavers. In fact, we should be encouraging the high achievers to pursue teaching as a career of their first choice.

The roadmap to inclusive education must continue at all levels of education and begin from early childhood.

Like Jia Qi and Aisha, many similar children who attended mainstream preschools thrive and grow exponentially in the environment, so much so that they continue to attend mainstream primary and secondary schools.

We have also seen the positive impacts they bring to their preschools, where teachers improve their teaching skills, and all children, regardless of their disabilities, gain better literacy, communication and Math skills and become more caring and respectful.

As the late Canadian theologian and humanitarian Jean Vanier wrote: "A society which discards those who are weak and non-productive... becomes a society without a heart, without kindness - a rational and sad society lacking celebration, divided within itself and given to competition, rivalry and, finally, violence" (Man and Woman, God Made Them).

We cannot emphasise this enough: Include children with disabilities in the regular classroom, physically as well as educationally. We must progress towards the inclusion of all children with different abilities and needs into our education system so that they will be fully accepted as part of society.
DR WONG WOAN YIING (President, NECIC and consultant paediatrician) PROF DR TOH TECK HOCK (Vice-president, NECIC and consultant paediatrician) NG LAI THIN (Project officer, NECIC)

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THE National Early Childhood Intervention Council (NECIC) would like to respond to the letter " An inclusive education minefield " (The Star, July 29) by Jerrica Fatima Ann who suggested putting away "the roadmap to inclusive education until the state and civil society awaken to their responsibility."

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The Classroom | Empowering Students in Their College Journey

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Although assistive technology has been in classrooms for many years, recent technological advances have given schools many more assistive technology devices to choose from. The proliferation of this technology has enabled many children to work their way around very specific learning disabilities or weaknesses. Many are now successful when completing academic tasks that were previously inaccessible. Assistive technology can be used in any classroom, mainstream or sheltered, from kindergarten to university.

What is Assistive Technology?

According to the Assistive Technology Act of 1998, an assistive technology device is "any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities."

What this means is that assistive technology can be as simple as a pencil with a special grip on it to help children who have difficulties writing or as complex as a specialized input device for a computer to help a severely disabled child communicate basic ideas.

Who Uses Assistive Technology?

Students who use assistive technology range from individuals who struggle with handwriting or organizational skills to children who are severely disabled and need assistive technology to perform very basic communicative tasks.

Sometimes assistive technology can be used to benefit an entire class, whether all of the individuals in the class have a disability or not. An Elmo is a digital capturing device that teachers frequently use. It projects the pages of a book the teacher is reading onto a large screen so that all students can follow along as well as seeing the print better, as it is in a larger format. It can be used to project many other things as well, creating a more hospitable learning environment for students whose primary learning modality is visual.

Assistive technology can benefit all students, whether they are identified as having a learning disability or not.

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Types of Assistive Technology

Many assistive technology devices are meant to help students access technology itself. Examples of this are alternative input devices, such as joysticks, touch screens and voice recognition devices. Assistive technology includes programs that check spelling and grammar.

Reading machines and CD players for audio books are invaluable for students who have comprehensive skills yet cannot decode text.

If a student has a writing disability, a laptop can be an assistive technology device used for him to take notes at his desk.

Students who cannot speak are able to use speech synthesizers to make themselves understood.

How Does Assistive Technology Help?

In order for assistive technology to help, a student must first have an identified disability. Otherwise, the teacher will not know which device will help the student.

If a student is diagnosed with a reading disability, there are a variety of assistive technology devices that can help with the physical mechanics of reading, from turning the pages to increasing the legibility of the words. If a student is blind, there are braille devices that will make the schoolwork in a mainstream classroom more accessible to them. There are assistive technology devices available for almost all disabilities.

If a student has an Individualized Education Plan (IEP), the IEP will specify that the student be provided with the assistive technology device during class. The device is meant to compensate for the disability, allowing the student to perform at a higher level of functioning in the classroom.

How to Get Assistive Technology for Your Child

If you believe your child needs an assistive technology device in the classroom, the first thing to do is ask your child's teacher. It may turn out that the school has the device and can accommodate your request without any special education paperwork being completed. If this is not the case, you will need to begin proceedings to get your child on an Individualized Education Plan or 504 Plan. This process varies from district to district. You may want to begin with your school district's special education office. Be prepared to be persistent. Assisitive technology devices and special education services can be expensive, and many schools make the process long and arduous.

When the IEP or 504 plan is being developed, assistive technology devices that the student needs will be documented. After being documented, it is federal law that they then be made available to the student.

A plan that incorporates assistive technology can be a benefit to students for their entire educational career.

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Although assistive technology has been in classrooms for many years, recent technological advances have given schools many more assistive technology devices to choose from. The proliferation of this technology has enabled many children to work their way around very specific learning disabilities or weaknesses. Many ...

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We help educators around the world use technology to solve tough problems.

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STAKEHOLDER CONSULTATION MEETING

23 August 2019 - MyIPO hosted the Stakeholder Consultation Meeting to hear the views of IP stakeholders about amending the Patent Act 1983.

The meeting was attended by 45 representatives from various Ministries, government agencies and universities.

Mr.Kamal Kormin, Assistant Director General (Technical, Science and Technology) of MyIPO thanked the participants for their thoughtful contributions to enhance IP ecosystem in Malaysia.

EUMCCI "IN CONVERSATION WITH" SERIES - SAFEGUARDING CREATIVITY: EMPOWERING SCIENCE & INNOVATION IN MALAYSIA

31 st July 2019 - EUMCCI "In Conversation With" series - Safeguarding Creativity: Empowering Science & Innovation in Malaysia was organized by EU-Malaysia Chamber of Commerce & Industry in collaboration with the Italian Malaysian Business Association (IMBA) With keynote address by YBhg Dato' Mohd Roslan bin Mahayudin, Director General of Intellectual Property Corporation of Malaysia (MyIPO).

In his address, Dato' Mohd Roslan underlined six initiatives in safeguarding the innovation chain in Malaysia through new developments in IPR protection. "Malaysia is a signatory of the Berne Convention which entails international copyright protection and the Paris Convention which covers patents, trademarks, industrial designs, utility models, service marks, trade names, and geographical indications. (more)

COURTESY CALL FROM FEDERATION OF MALAYSIAN MANUFACTURERS

16 July 2019 - MyIPO received the courtesy visit from Federation of Malaysian Manufacturers (FMM). The delegation was led by Dr. Helena Eian, Chairman of FMM Branding & Intellectual Property Committee, and joined by five other members.

The visit provides an opportunity for both sides to discuss ongoing efforts and new initiatives to further strengthen the cordial relationship and cooperation particularly in the areas of Border Measures Procedures.

NATIONAL WORKSHOP III ON IP-BASED INNOVATION AND IP MANAGEMENT IN THE FRAMEWORK OF THE ENABLING IP ENVIRONMENT (EIE) PROJECT

8 July 2019 - MyIPO hosted the National Workshop III on IP-Based Innovation and IP Management in the Framework of the Enabling IP Environment (EIE) Project which was organized by World Intellectual Property Office (WIPO) with the assistance of the Japan Patent Office (JPO).

The objectives of the workshop are to continue the discussions on IP-based technology transfer and commercialization process, dynamics and nuances of conducting technology characterization, triage, protection strategy, marketing and licensing with university technology transfer offices. (more)

INTERREGIONAL MEETING ON VOLUNTARY MEASURES TO IMPLEMENT "FOLLOW THE MONEY" APPROACH AGAINST COPYRIGHT PIRACY

26 June 2019 - MyIPO hosted the Interregional Meeting on Voluntary Measures To Implement "Follow The Money" Approach Against Copyright Piracy which was organized by World Intellectual Property Office (WIPO) and the Ministry of Culture, Sports and Tourism, Republic of Korea (MCST).

The meeting aimed to discuss inventive solutions for countermeasures against copyright infringement - paving way for more effective remedies for copyright enforcement (more)

SEMINAR ON BUILDING RESPECT FOR INTELLECTUAL PROPERTY

25 June 2019 - MyIPO successfully organized a one-day Seminar on Building Respect for Intellectual Property at Intellectual Property Academy.

The seminar aimed to broaden the understanding on the economic value of IP, IP enforcement, as well as IP rights in the digital environment.

Dato' Mohd Roslan Mahayudin, Director General of MyIPO in his speech said "The society need to be educated about IP and the laws so they can appreciate the need for such rights and can adhere to them. Indeed, awareness programme is one of a fundamental factor that could shape human thought and behaviour. (more)

NATIONAL WORKSHOP ON THE GUIDES FOR IDENTIFYING AND USING INVENTIONS IN THE PUBLIC DOMAIN

17 June 2019 - MyIPO hosted the National Workshop on the Guides for Identifying and Using Inventions in the Public Domain which was organized by World Intellectual Property Office (WIPO).

The objective of this workshop was to provide to our local innovators the necessary skills to identify various inventions in the public domain and further using and exploiting inventions in order to develop or improve upon current available technologies.

In this program, the participants were exposed to a searching method called "Freedom To Operate" which help them in searching for available technologies relevant to their field of research. (more)

MyIPO TO STRENGTHEN COOPERATION WITH UiTM

6 May 2019 - Intellectual Property Corporation of Malaysia (MyIPO) and Universiti Tekmologi Mara (UiTM) signed a Memorandum of Understanding (MoU) to strengthen their strategic cooperation in the field of Technology and Innovation Support Centers (TISCs).

The signing marking UiTM as the 15 th member of TISC Host Institution. TISCs serve as a basis for communication and cooperation between the community, host institutions and MyIPO. (more)

NATIONAL INTELLECTUAL PROPERTY DAY 2019 CELEBRATION

4 May 2019 - Intellectual Property Corporation of Malaysia (MyIPO) has organized the National Intellectual Property Day 2019 celebration in Uptown Sports Bangi.

With the theme of "Reach For Goal: IP and Sports", this event is an opportunity to celebrate our sporting heroes, and all the people around the world who are innovating behind the scenes to boost sports' performance and its global appeal.

In the event, a total of 110 pre-loved items of Malaysian athlete such as jersey and sports' equipments belong to national athletes and former athletes have been sold to the public. (more)

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The Official Portal of Intellectual Property Corporation of Malaysia - (MyIPO)

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23 August 2019 - MyIPO hosted the Stakeholder Consultation Meeting to hear the views of IP stakeholders about amending the Patent Act 1983. The meeting was attended by 45 representatives from various Ministries, government agencies and universities. Mr.Kamal Kormin, Assistant Director General (Technical, Science and Technology) of MyIPO thanked the participants for their thoughtful contributions to enhance IP ecosystem in Malaysia.