6

27 Sept – 1 Okt
2020
● Special Education Philosophy
● Role of teachers in realization of National Philosophy of Education,
Philosophy of Teacher Education, Special Education Philosophy
● Implications of National Philosophy of Education (FPK), Philosophy of
Teacher Education(FPG) and Special Education Philosophy on the Malaysian
Education System
What is special education?
• Special education means specially designed individualized or group
instruction or special services/programs to meet the unique needs of
students with disabilities. Special education services and programs
are provided at no cost to the parents.
• In New York State, special education is provided for preschool
students (ages 3 to 5) and school-age children (ages 5 to 21).
• Special education includes learning disabilities (such as
dyslexia), communication disorders, emotional and behavioral
disorders (such as ADHD), physical disabilities (such as
osteogenesis imperfecta, cerebral palsy, muscular dystrophy,
spina bifida, and Friedreich's ataxia), and developmental
disabilities
• The general philosophy of special education is that all people have
the ability to learn, regardless of their particular disabilities. The trend
in public education has shifted from isolating special
education students in separate classrooms to mainstreaming them in
the regular classroom for at least part of the day
purpose
• The purpose of special education is to enable students to successfully
develop to their fullest potential by providing a free appropriate
public education in compliance with the Individuals with Disabilities
Education Act (IDEA)
objectives of special education
• The specific objectives of special education shall be the development
and maximization of learning competencies, as well as the inculcation
of values to make the learners with special needs a useful and
effective member of society.
Top 10 Traits of a Special Education Teacher
• Organization. One of the core skills that will help a teacher every day in the
classroom is the ability to be highly organized. ...
• Creativity. ...
• Highly intuitive. ...
• Calming nature. ...
• Detail-oriented. ...
• Deadline-oriented. ...
• Adaptability. ...
• Even tempered.
• Good sense of humor.
• True love of children
Role of teachers in realization of National Philosophy
of Education, Philosophy of Teacher Education,
Special Education Philosophy
WHAT ARE THE ROLES OF
TEACHERS?
(in realization of National
Education Philosophy)
• Always refer to the FPK in the T&L process.
• The subject we teach must be able to produce
individuals who are intellectually, spiritually,
emotionally, and physically balanced and
harmonic.
• Always enhance and encourage the students to
show their talents in order to produce
multi-intelligence’ citizens.
• Be the role-model to the students.
• Educate the young generations to be responsible
and noble.
• Instil the students as much knowledge as possible
and to be competent.
• Taking care of the student’s discipline, welfare and
also diffuses the moral values into the students.
• Encourage and educate the students to contribute
to others.
Role of Teachers
• Teachers ought to equip themselves with general and specific
knowledge in various subjects especially those in KBSR, KBSM and
related to the professional teacher training programmes.
• Teachers ought to follow teaching-learning activities according to the
aims of FPG, especially to develop individuals so as build a united,
democratic, progressive and disciplined society.
• Teachers need to enhance and practice noble values, and
professional ethics on themselves as well as their pupils.
• Teachers need to carry out their responsibility and accountability fully
so as to become good teachers, and practice what have been learned.
• Teachers need to make use of the knowledge and skills acquired,
including professional values, so as to enhance the development of
pupils in various fields of learning.
 Implications of National Philosophy of
Education (FPK), Philosophy of Teacher
Education(FPG) and Special Education
Philosophy on the Malaysian Education System
Implications for the curriculum
• Oriented syllabus changes to the integrated program.
• Changes in educational materials that emphasizes the
values ​embedded in all subjects.
• Change-oriented educational programs to produce students with a
balanced and harmonious.
• Changes in the education system oriented toward general education.
• Change the appropriate syllabus for the training of students in
vocational skills and technology.
Implications for educators:
• Educator own personal attitude change with a positive outlook and
vision to work for the realization of aims and FPN.
• Professional change with a change in strategy and appropriate
teaching techniques to produce students who are knowledgeable,
competent and honorable
Implications for educational institutions:
• Change facilities so that students have the opportunity to develop
their potential intellectually, spiritually, emotionally, socially and
physically, in a comprehensive and balanced.
• Change school culture activities that are conducive to fostering good
values ​in students' lives.
• Changes in school climate that is conducive to produce students who
love science, thus creating a reading culture among them.
Implications
• Helps a teacher to understand the theoretical foundations of
education
• Influencing his practices as a teacher
• enriches and deepens personal experience;
• gives intellectual credence to instinctive or intuitive practice;
• provides pleasure in the exploration of educational ideas;
• provides intellectual backing for educational views;
• facilitates open-mindedness by presenting alternative perspectives