Written Response to Question PT14

Reading Summary

📖 Reading time: 5 minutes
📊 Word count: 927 words

YANG BERHORMAT AWANG HAJI SALLEH BOSTAMAN BIN HAJI ZAINAL ABIDIN

QUESTION:

Yang Berhormat Awang Haji Salleh Bostaman bin Haji Zainal Abidin asks the Minister of Education to state new strategies and policies that can be introduced to ensure adequate teaching resources and teacher assistants in inclusive education. Inclusive education ensures special needs OKU students grow up with peers with the support of teachers, however, many teachers are not trained, and there are no teacher assistants to focus on these students.

YANG BERHORMAT MENTERI PENDIDIKAN

ANSWER:

Bismillahirrahmanirrahim
Yang Berhormat Pehin Yang Di-Pertua,
Your Honourable Members,

Assalamualaikum warahmatullahi wabarakatuh and greetings of peace.

First of all, I would like to express my highest appreciation and thanks to Yang Berhormat Pehin Yang Di-Pertua for the opportunity given to answer the written question PT14 presented.

The Ministry of Education has implemented the Inclusive Education Policy since 1997, where children or special needs students are given the opportunity to study together with their peers in the mainstream, whether at the primary or secondary school level. This policy aims to ensure that all students, regardless of their abilities, have access to quality education in an environment that supports their academic, social, and emotional development. In this Inclusive Education, it is essential for every party to be open and ready to support their responsibilities to ensure every special needs child has the opportunity to live like other children until they can become independent and succeed like others.

To answer the Honourable Member's question regarding the new strategies and policies introduced to ensure adequate teaching resources and teacher assistants in Inclusive Education, the Ministry of Education has been implementing various initiatives to support special needs students (SEN), including the provision of specific learning resources tailored to their needs, implemented through annual financial allocations channeled to the Special Education Department.

Additionally, the Special Education Department has established the IKHLAS Fund. The proceeds from this fund are used to provide various learning resources, including screen readers, alternative input tools such as eye-tracking systems and specialized keyboards. It also funds alternative communication tools for students with speech difficulties, including the latest technology like digital learning devices, augmentative communication tools, as well as teaching aids that support structured and inclusive learning.

The Ministry of Education has also established the Digital Resource Management System, in which over 300 digital learning materials have been loaded as references for Special Education teachers, parents, and special needs students. A total of 6 media episode materials have been produced through Educational TV under the Ministry of Education, and various teaching resources (loose items) have been distributed to 68 selected schools to meet the needs of special needs students, including specialized equipment.

The Ministry of Education is aware of the importance of caring for and assisting special needs students. Therefore, efforts are being intensively carried out to increase the number of teacher assistants in this Inclusive Education to ensure the welfare and well-being of students are maintained. Towards this, the Special Education Department has collaborated with Higher Education Institutions to offer a Certification Course in Special Education. Alhamdulillah, so far, a total of 6 teachers completed the course in 2022, followed by 5 teachers in 2023, and 15 teachers in 2024.

Furthermore, a total of 23 education officers in the field of Special Education have been recruited through the Apprenticeship program, with one (1) from Cohort 1 in 2019, three (3) from Cohort 3 in 2021, and 19 from Cohort 4 in 2022. Through the Public Service Apprenticeship Scheme (SKIPPA), 115 teachers have been placed in government primary and secondary schools, with 71 in primary schools and 44 in secondary schools.

Professional Development training is also continuously implemented by the Special Education Department to enhance teachers' skills in handling special needs students. For instance, the Special Educational Needs Support Educator (SENSE) program involves 17 government school teachers, 40 private school teachers, and 150 religious school teachers from Government and Private schools. The temporary placement of 27 interns (trainees) from Higher Education Institutions to schools also helps schools implement Inclusive Education Policy more effectively.

The Special Education Department's plan to recruit teacher assistants through the Contractual Teacher Assistant Program initiative will also be implemented upon receiving permission, where retired teachers will be rehired as teacher assistants to meet the needs of schools requiring assistance.

The Ministry of Education has also undertaken improvements to the Special Education Guidelines Policy with the publication of the Special Education Framework Book in 2022. The need for teaching resources and teacher assistants follows the Priority Level Rubric outlined in the Special Education Framework Book.

Special needs students in Inclusive Education who have successfully continued their education to skills levels and Higher Education Institutions number 170 from 2018 to 2023.

Based on the data provided, it reflects to the Ministry of Education that the Inclusive Education Policy is successful and has achieved its objectives. Children or special needs students can learn together with their peers in the mainstream. Although this number is small compared to the number of special needs students in Inclusive Education, they can and do succeed like ordinary students.

The Ministry of Education will continue to be committed to ensuring special needs students have access to inclusive, comprehensive, and quality education. As part of these ongoing efforts, various initiatives will continue to be implemented, including providing infrastructure, suitable teaching and learning resources, professional teacher training, and strengthening school support through the placement of trained teachers and teacher assistants. Additionally, cooperation with higher education institutions, Government, and private agencies will continue to be strengthened to ensure every special needs student has the opportunity to reach their full potential.