KPD4046 Kaedah Mengajar IEP for young children with disabilities

L 20112007453 DPLI GSTT 2012

Early intervention and early childhood education as we know are referring to the period from birth to age eight. In educational terms, it ma includes earl intervention, early childhood special education and also earl primary special education. As early intervention/early childhood special education in Malaysia has developed over the past decades and it has become increasingly important to provide services to infants, toddlers, preschoolers and earl primary children with known and suspected disabilities and their families. It is believe that what happens during the earliest ears of a childs life significantly impact later development and learning for the young children. 33. Practices in early childhood special education in Malaysia Amalan dalam pendidikan awal kanak-kanak istimewa di Malaysia Jurnal 1. The Practice of Early Intervention Programming Autistic Children From The Parents Perspective Abstract: The purpose of this study is to explore parents perspective on the usage of the types of intervention, service delivery and family involvement in the early intervention program received by autistic children. Data were obtained through questionnaires and interview. Questionnaires were distributed to 50 parents of autistic child aged 2 to 8 years old from five different autistic or learning disabilities centres. Three out of these parents were randomly chosen to be the interview subjects. Data was descriptively analyzed using percentages while the qualititative data were trancribed verbatimly. The results showed that speech therapy is the kind of intervention that most autistic children received. There were changes in the development of the autistic child as a result of intervention. The results also showed that there is a lack of consistency in service delivery between the services delivered by centers and service practi-tioners. The results too indicated that in most cases only mothers were involved in the early intervention programme. This study has implication on the service planners and parental involvement in the intervention programs.

Jurnal 2. Pelajar Berkeperluan Khas dan Bermasalah Pembelajaran Dari Sekolah-ke-Kerjaya Abstract : Preparing students with special needs and learning disabilities for the workforce requires a changes in vocational curricular and emphasis special curricular in postschool. Work are parts of adult life as much as half of our waking hours. A job can also give a sense of satisfaction and pride and provide an enormous impact in every ones life. To obtain suitable employment is not as easy as it looks, even to those with higher skills qualifications. The difficulty is felt on who those lack in adequate training or face special challenges such as a disabilities.This is because students are rarely offered a job, if offered, the possibility that they receive lower salaries and employers dissatisfaction with the quality of their work. Vocational education is very important to this students to help them overcome all the problems at work after the end of school. Vocational training programs provided to students, especially in the aspects of the curriculum and basic facilities.

REVIEW: Early intervention plays an important role in completing the special needs children with the basic skills before they enter primary school. Comprehensive early intervention and intensive is beneficial to families and communities. Early intervention has a positive impact on the immediate environment of children with special needs. For this reason, each individual in a community must be aware of their responsibilities for children with special needs (Lerner, 2003). Early intervention can help the development of new abilities children. For example, a hearing impaired child is taught to use sign language could indirectly enhance the mind and open up opportunities for him to interact with other children. The occurrence of other problems tied to the initial difficulties can be overcome through early intervention services. For example, children who have vision problems but not given early intervention, may experience emotional problems such as feeling disappointed. Early intervention is also offering savings for the community. Intensive early intervention and effective in reducing the burden of providing special education at primary and secondary school level. Number of children who need special education services may be reduced. In short, early intervention can improve the intellect, improves physical growth and improve language proficiency of children with special needs. Systematic early intervention to prevent the existence of other problems, reduce stress on the family, and reduce the construction of special institutions. With the availability of proper early intervention, the need for special education at the school level can be reduced and save public expenditure devoted to the care facility, health and education. Wolfendale (1997) put forward four main purposes of early intervention. First, early intervention, provide support to families to enable them to support children's development. Second, early intervention is to enhance the child's development in key areas such as communication and mobility. Third is to increase the confidence of children, and the fourth is to avoid problems in the future. Therefore, no doubt that early intervention plays a very important role in children with special needs, including autistic children. PRESCHOOL SPECIAL EDUCATION PROGRAM (Bahagian Pendidikan Khas, Kementerian Pelajaran Malaysia, Putrajaya) An effort to minimize the learning problems faced by children with special needs when entering the school. Pre-School Special Education Program for students with special train control maximum potential. 28 pre-school classes were opened in special education schools starting in 2004. Start with 32 preschool classes created in the Special Education Program Integration in early 2005 there are now 108 all programs. Preschool Special Education Program at the School of Special Education has been enhanced throughout the country. Pre-School Special Education have hearing impaired students; visual impairment and learning difficulties. In 2010, a total of 172 pre-school program has been opened up for all three categories nationwide. Ministry of Education carried out a total 28 programs in special schools and 144 special education preschool program integration learning disabilities across the country. There were 590 special education students who are pursuing education at the preschool level integration. Issues of career for those with special needs who could not find a place in the industrial sector increasingly dealt with. This covers aspects of jobs, skills required, coupled with a lack of physical ability, the view of society, industry and so on. For very stout people, work is essential to the welfare of life, a sense of respect and demonstrate achievement or triumph and attain achievements in life satisfaction. But unfortunately, there are weak beings out there who do not have experience work stably, sexy and profitable. Above reason, the authorities advised give them a toehold more distinctive and problematic berkeperluan this learning by providing appropriate vocational curriculum and provide pebih many vocational training centers to provide them to the nature of work. Effectiveness of interventions undertaken and progress on the development of autistic children is highly dependent on the positive attitude of parents. The findings

suggested that parents get involved and find out its role in the implementation of early intervention programs. Even so, the extent of participation among parents and families in the implementation of early intervention programs still need to be reviewed in more detail. To produce an effective program for children autisitk, collaboration between all parties involved is needed such as collaboration between professionals and parents. Effective collaboration can be created if all the parties involved to adopt an open mind and have the same goal, which is to maximize the potential and minimize the inability of autistic children in the way collaboration. Moreover, the "education for all'' that was introduced should always be remembered in efforts to provide services to children with special needs, including early intervention program for autistic children. This is so that the right to education or secure equal services, particularly in the natural environment.