Special Education Schools in Malaysia for Special Children

1836 Words8 Pages
1. Introduction Malaysian government's formal involvement in special education began in 1948 with the opening of Princess Elizabeth School for the Blind. Education for children with special educational needs (SEN) was undertaken by community groups and religious-based institutions. Besides that, education for these children was further enhanced by the establishment of the Federated School for the Deaf in 1954. It offers both academic as well as vocational training. During the early years of Independence, the government's primary educational concern was to provide educational services and facilities for mainstream children without neglecting the educational needs of children with SEN. In 1961, The Education Act acknowledged that these children should receive free but not compulsory education. Special Education means specially designed instruction that meets the unusual needs of an exceptional student ( Huefner, 2006) and might require special materials, teaching techniques, or equipment and facilities. These special educational services cover the needs of school aged children with visual impairment, hearing impairment, learning disabilities and remedial education. Special education programs are implemented through programs such as the special schools for the visual impaired and hearing impaired. Moreover, the special school program provides educational programs according to the category of students that the school handles. For example if it is the school for the hearing impaired, only students with this kind of disabilities enters to this school. In Malaysia children with learning disabilities receive their special educational needs in the integrated and inclusive special education programs offered in the normal mainstream school... ... middle of paper ... ... disabilities ( Bateman, 2007). 5. Conclusion The controversial nature of special education makes it exciting and challenging. We would be worried (and we believe people with disabilities and their families would be worried too (if professionals in special education were suddenly in complete agreement on all important issues in the field. We should constantly strive to find better ways to provide education and related services for people with disabilities based on best evidence we can obtain ( Lloyd & Hallahan, 2007).In this endeavour, differences of opinion are inevitable. All children and young people with special educational needs or disabilities (SEND) should be able to reach their full potential in school. They should also be supported to make a successful transition into adulthood, whether into employment, further or higher education or training.

More about Special Education Schools in Malaysia for Special Children

Open Document